Many families live under such oppressive circumstances that they are simply not able to participate in their child’s education. Any one of the following factors can inhibit a family’s active participation in their child’s education: poor health care, inadequate housing, minimal education, previous negative experiences with schools, low income, and the need for full time employment. When a family experiences more than one of these factors, they may simply not have the time or energy to focus on their children’s education (Dunst, 1988). Yet, ample evidence suggests that when families and school personnel collaborate together, they can facilitate a student’s academic achievement, improve the student’s attitude toward school, and enhance the student’s long term outcomes (Rivera & Smith, 1997).

Getting to Know Families

One of the best ways to get to know families is to visit with them in a setting comfortable to both parties. Teachers may visit families in their homes, parents may meet teachers at school, or they may meet at some other location. Visiting the family in their home is a good way to get to know a family. If a home visit is impossible, teachers can drive through a family’s neighborhood to get insight about the community.  Another excellent way to get to know families is to ask them to tell you about their child and family. Many families will tell stories about the birth and early development of their children, early relationships, etc. Carefully listening to families’ responses to open ended questions can help teachers get insights relevant to students’ education.

Factors Impacting Families

A wide variety of factors prevent families from becoming active participants in their child’s education. Simply because a family is not engaged in their child’s education does not mean they do not love their child or value education. The family may be experiencing a variety of factors stressing or threaten the family’s basic needs. Some families may have fears associated with low self-esteem and/or a negative history with schools. The priorities of school may conflict with those in the home. Resources and /or time may be limited. These are just a few of many factors to consider. 

Establishing Partnerships with Families

1. Meet families at a time that is mutually convenient (Consider parents’ work schedule, time off work, childcare during meetings, etc.)

2.Sincerely and actively listen as families as they tell their story. Listen for clues that may help you understand the child’s family better. Do you hear any hints that the child or family members may have experienced learned helplessness? How might this impact your relationship with this child/ family?

3. Acknowledge and respect the family’s beliefs, values, and priorities.

4. Empathetically listen for hints about the family’s current needs. Think about relationships between the family’s safety, etc. needs and their ability to be actively engaged with their child’s education (Hierarchy of Needs model). 

5. As families share information with you, listen for information about the availability of stressors as well as either active or potential informal supports (Ecological Model).

6. If you offer ‘help’, do so in a way likely to be perceived as ‘helpful’ by the family (Empowerment Mode).

7.  Offer suggestions which lead to immediate success.

1. Encourage a two way exchange of information respectfully and in a supportive manner.
2. Provide eight positive comments for each negative (conferences, notes, phone call, etc.).
3. Problem solve with the family regarding ways to assistance to child.
4. Ask open ended questions.
5. Ask yourself “Am I really communicating?” (using meaningful language, terms, etc.).
6. Ask yourself “Am I respecting the family’s values, beliefs, and priorities?”.
7. Prepare for and follow- up family contact (conferences, meetings, phone calls, etc.).
8. Ask families perceptions of homework.

1. Does the student have effective study skills? If not, what strategies does the student need?

2. Does the student have the time management skills to effectively complete work at school and at home?

3. If not, what time management strategies does the student need?

4.Does the student have the organization skills necessary to bring required materials, remember assignments, transfer school-home message, and turn in completed work?

5. What impact does homework have on the student’s academic, social, and emotional development? What impact does homework have on the family? Is there an assumption that parents can help with homework? How valid is this assumption? Is there an assumption that children can practice independently? How valid is this assumption? Did the child understand what was introduced in school? Is the amount of time spent on homework reasonable? What is the impact of homework on family? Does/should homework benefit or penalize child? Does/should homework benefit or penalize the family? Is the homework a meaningful activity?

Dunst, C., Trivette, C., & Deal, A. (1988). Enabling and empowering families: Principles and guidelines
for practice. Cambridge, MA: Brookline Books.

Pearl, L. (1993). Providing family-centered early intervention. In Brown, W., Thurman, K., & Pearl, L.
Family-centered early intervention with infants and toddlers: Innovative cross-disciplinary approaches.
Baltimore: Brookes.

Rivera, D. P., & Smith, D. D. (1997). Teaching students with learning and behavior problems. Boston: