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Family Engagement in Schools: Parent, Educator, and Community Perspectives

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  • Noel E. Kelty
  • Tomoko Wakabayashi

Abstract

How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to special education, fatherhood, and English language learners.

Suggested Citation

  • Noel E. Kelty & Tomoko Wakabayashi, 2020. "Family Engagement in Schools: Parent, Educator, and Community Perspectives," SAGE Open, , vol. 10(4), pages 21582440209, November.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:4:p:2158244020973024
    DOI: 10.1177/2158244020973024
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    References listed on IDEAS

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    1. James J. Heckman, 2008. "Schools, Skills, And Synapses," Economic Inquiry, Western Economic Association International, vol. 46(3), pages 289-324, July.
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    Cited by:

    1. Eid G. Abo Hamza & Yasmeen G. Elsantil, 2023. "Impact of Parents’ Stress on Engagement with Online Learning during COVID-19," Sustainability, MDPI, vol. 15(14), pages 1-14, July.

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