PARENTAL ENGAGEMENT
now have more flexibility than ever before over how we communicate and the type of interactions we can have. Parents now have the ability to be much more
selective about the messages they receive from schools, picking and choosing the updates most relevant to their interests. Using online portals or mobile apps in this way allows parents 24-hour access to the information they need and in a way that suits them best, helping to break down two of the most significant barriers to engagement. Leaning on technology like this also introduces
new and more dynamic ways to present updates to parents, whose own experiences of school might not always have been the most inspiring. Showing that modern schools are active, engaging and stimulating environments can go a long way towards reassuring and encouraging parents who might otherwise have a negative view of education.
Strike a balance between impacting learning and encouraging attendance One of the toughest challenges in reaching the parents who might be difficult to reach can be in finding ways for them to become more involved in school and take an interest beyond the achievements and needs of their own children. I learned recently of a fresh approach to this
challenge which viewed parental engagement activities on a grid whereby they sought to achieve two main goals: impact on children’s learning versus likelihood for engagement. For example, a school’s annual festive play is
likely to attract a lot of interest from parents, but far less likely to have a significant impact on learning. At the other end of the scale, activities
designed to stimulate development and encourage pupils to grow their skills can reap huge rewards in terms of achievement, but it can be more difficult to achieve interest and engagement from parents. As such, the challenge for schools is to grow a
calendar of events that achieve both goals – academic stimulation and parental interest. Some potential ideas in this respect could include competitions, challenges or performances which require pupils to develop their skills or knowledge, then demonstrate what they have learned to their peers and parents.
After all, nearly all of us parents want to feel
that outstanding sense of pride when our children overcome their own challenges and go beyond their previous boundaries.
Help parents understand that they make a difference Schools can sometimes view their relationship with parents as being one-way traffic, placing them solely on the demand side of learning and making the assumption that their only involvement is in receiving information and monitoring their child’s development. However, this is most definitely not the case
and parents play a crucial role on the supply side of learning too – it’s important to remember that parents are the first educators and really need to be recognised as such. It’s not just schools who provide education. With this in mind, if you’re a teacher or a
senior leader, when was the last time you complemented a parent on their child or for their parenting? On the other hand, if you’re a parent, when was the last time that someone from your child’s school paid you a complement for the job you’re doing as a parent? Helping parents understand that they are doing
a good job and that their child is on track doesn’t need to be conducted via a formal process or in writing – just a quick catch-up when you see a parent, either in school or off-site, can work wonders for making them feel active in their child’s learning.
Building a positive cycle of school engagement Encouraging parents to become more involved in school life and the progress of their children is only going to grow in importance for schools. As a result of our increasingly ‘always-on’ lives, we all have access to data, resources and information around the clock, fuelling a culture of wanting to know more and how we can be involved. Schools that approach this challenge
proactively and look for ways to capitalise on increased parental interest stand to make the biggest gains in terms of engagement. Moving away from a one-way flow of information and towards a more partnership-based approach to working with parents offers opportunities for schools to gain much more understanding about the individual needs, backgrounds and environments around their pupils. By taking a more individualised approach to
learning relationships, schools also stand a greater chance of breaking down the barriers to engagement and making the hard-to-reach more accessible, encouraging a more positive cycle of involvement from each generation to the next. It’s been said that you can only teach by the
book if you have a different book for every pupil – it’s worth remembering this concept applies also to parents and families as well as children.
February 2019
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