Family Engagement

What is Family Engagement?

“When it comes to a breakfast of ham and eggs, the chicken is involved but the pig is committed (Family Engagement).” This funny metaphor highlights the difference between parental involvement and family engagement. Parental involvement is mostly top down and directed by the school, whereas family engagement should be more of a conversation between the school and the family. I see Family Engagement as the process of getting the families of students actively involved in the education of their children. Engagement can look like many things and it can vary between school districts and between families for a variety of reasons. There are a few important aspects of defining effective family engagement: it is a collaborative process between schools and parents, it is based off of students’ strengths, and it is goal-oriented (Human and Health Services).

“The way schools care about children is reflected in the way schools care about the children’s families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children’s education and development.” - Dr. Joyce L. Epstein

Why is Family Engagement so Important?

Research on student success rates shows that family and community involvement are highly correlated with improved academic performance (NEA). Strong relationships between families and schools help to promote student motivation as well as higher educational aspirations. Studies show that when families are interested, engaged, and invested in their children's education, these students tend to earn better grades, have higher graduations rates, and are more likely to enroll in postsecondary education (US Dept. of Education).

What are some major challenges with Family Engagement?

There are many different barriers to effective family engagement in schools. Some parents/caregivers have busy schedules and do not feel like they are able to commit any time to volunteering or otherwise spending time in their children's classrooms or at extracurricular events. Others feel uncomfortable communicating with the school, either due to cultural/language barriers or bureaucratic school policies and practices. Still more parents do not think that the school communicates with them effectively - if they hear anything at all, it is related to some negative behavior on the part of their student (NEA). Many of these challenges are exacerbated for families who are immigrants or who live in poverty, as well as in larger school systems.

What are the important elements of Family Engagement?

Dr. Joyce L. Epstein wrote a highly regarded framework that is often used as a starting point for procedures related to family engagement (The Importance of Family Engagement). She outlines six types of family involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with Community. For parenting, she suggests workshops, videos, and trainings to help families with child rearing, health, and nutrition (Epstein’s Framework). I see a challenge that could arise is parents taking offence at the idea that they cannot raise their children in a positive way. A possible way around this would be to offer workshops and trainings for free, making sure that all families in the community are aware of them, but not specifically for certain families over others. For communicating, she suggests newsletters, translators for families who do not speak English as their first language, and parent-teacher conferences at least once per year. The biggest challenges regarding communication seem to be language and cultural barriers as well as the quality, frequency, and clarity of memos and newsletters. It is important to remember that communication needs to be a two-way street, where parents can communicate their questions and concerns to schools as well as the other way around. For volunteering, she recommends using an annual postcard survey to gather all of parents’ available times, as well as having a class parent and telephone tree to communicate information. In the year 2019, a Google Doc would probably be easier. It is easy for volunteering to only be accessible for those parents who are able to take time off of work, while parents working full time or multiple jobs have less time to volunteer. It is important that volunteering be accessible to all family members, so it should be stressed that volunteering does not need to be during the school day or at the school building - it is anything that supports school goals and student learning in any way. For learning at home, she recommends providing families with important information, like syllabuses, homework policies, calendars, and information packets on assisting students in improving their skills. Again, challenges include language barriers and families in poverty who have less time and resources. However, learning at home is one of the most important elements to address in order to provide a more equitable learning experience for all students. For decision making, Epstein recommends utilizing active parent councils, independent advocacy groups to lobby for school reforms, and an effective network linking parents with school representatives. The challenge here again is that it is easier for families of a firmer economic standing to free up the time to involve themselves in things like PTO meetings. Luckily, with modern technological improvements, communication and involvement is easier and quicker than ever before. It seems like an important step would make it so that all families can easily have input and vote on issues via the internet or mail if they do not have to the time to physically attend council meetings. For collaborating with community, she recommends summer programs and service opportunities for students and families in their local communities (Epstein’s Framework). This could also include internship opportunities for students who want to learn more about a certain trade. Community collaboration has the potential to not only increase the knowledge and workforce skills of students and their families, but increase the number of support systems that students have in place around them.

To Conclude

Although middle school is a period of increased academic pressure and social stress for many students, family involvement tends to decrease right around this time as well. Some people think that their children do not want them to be as involved in their lives, some are overwhelmed and unprepared to help their children with their schoolwork due to accelerating curriculum, and some are extremely busy with work and other commitments (Parent Involvement in Middle School). Young adolescent students are experiencing a variety of changes, both physical, cognitive, and emotional, that require a strong support system. They are able to think more abstractly and are starting to develop their own moral and spiritual code. They often “experiment with new behaviors as they seek social position and personal identity (Developmental Characteristics of Young Adolescents).” Many are even experimenting with sarcasm! Even though family engagement may look different in middle school than it did in elementary school, that doesn't mean it is any less important.

As the popular proverb states, “it takes a village to raise a child (NEA).”  In our rapidly changing world, it is more important and easier than ever to strengthen school, family, and community connections (Fostering Meaningful Connection).

Bibliography

Brannon, D. (2007, December). Addressing the Decline of Parent Involvement in Middle School. Retrieved from https://www.naesp.org/sites/default/files/resources/2/Principal/2007/N-Dp62.pdf

Caskey, M. (2014, October). Developmental Characteristics of Young Adolescents. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/455/Developmental-Characteristics-of-Young-Adolescents.aspx

Epstein, J. (n.d.). Epsteins Framework for Parent Involvement.pdf. Retrieved February 28, 2019, from https://drive.google.com/file/d/0B4-yDe2y5kw3Z2JfbnFSRk9aUmM/edit

Family Engagement. (2018, March 07). Retrieved from https://eclkc.ohs.acf.hhs.gov/family-engagement

Family Engagement. (n.d.). Retrieved April 7, 2019, from https://community.ksde.org/Default.aspx?tabid=4477

Parent, Family, Community Involvement in Education. (n.d.). Retrieved March 24, 2019, from http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf

Poth, R. (2018, April 09). Promoting Family Engagement: 5 Ways to Foster Meaningful Connection. Retrieved from https://www.gettingsmart.com/2018/04/promoting-family-engagement-5-ways-to-foster-a-more-meaningful-connection/

Reilly, E. (n.d.). Parental Involvement through Better Comm.-2.pdf. Retrieved March 14, 2019, from https://drive.google.com/file/d/0B6XDMDNKCm2FamNnV3FYdUpOZUU/view

Ross, T. (2016, March 07). The Differential Effects of Parental Involvement on High School Completion and Postsecondary Attendance. Retrieved March 20, 2019, from https://www.redalyc.org/html/2750/275043450016/

The Importance of Parent Engagement: A List of Research and Thought Leadership. (n.d.). Retrieved March 24, 2019, from https://www.familiesandschools.org/blog/the-importance-of-parent-engagement/

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