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Relationship between teachers, schools, families and
community that supports the school:
There is a strong relationship between teachers, schools, families and communities in order to
support school. School is an institution designed for the teaching of students under the
directions of teachers. Family engagement is a shared responsibility of families, schools
and communities for student learning and achievement. It is continuous from birth to young
adulthood and it occurs across multiple settings where children learn. In addition to
benefiting individual students, family and community engagement is a core resource for
whole-school improvement. A longitudinal study of school improvement in Title I schools
found that schools in which teachers were “especially active” in meeting with and
telephoning parents, and in sharing instructional materials to reinforce learning at home, had
larger gains in student achievement .
Different types of relationship:
Links between school, family and community occur for the
following reasons:
• Decision-making and management of the school:
Parents and community representatives
participate in school governing bodies, parent/teacher associations and advisory committees.
• Communication between home and school:
There is a continual exchange of information
between families and schools over individual children, through letters, reports, phone calls
and meetings.
• School support for families:
Schools may provide help for families on matters like health,
development and creating home conditions that support school achievement and social
behaviour.

• Family and community help for schools:
Parents, community and employee volunteers
may assist children, teachers or school management in the classroom or in other aspects of
school activities.
• School support for learning at home:
Schools may help families to develop learning at
home to help in turn the child’s learning at school.
• Collaborations with community agencies:
Outside agencies, both local and national,
provide the school with access to community and support services for children and families.
• Community education:
Learning opportunities may be available for all age-groups, both
within and outside the school and within and outside the conventional school hours.
Differing needs:
The kinds of relationship change as children grow.
In pre- and primary school, support for the child is directed through the family.
In secondary school there is gradual need to view the child as an individual with needs for
information, help and experiences which reinforce autonomy and independence.
The period of middle childhood is not well served by support programmes. There is little
evidence of thinking about the changing support needs of children in transition to adulthood
and from primary to secondary school.
Community schools relationship:
Which offer community education to local people and facilities outside
school hours, are well-placed to develop relationships with other agencies. There is some
evidence that this approach has improved failing schools, and that the experience of learning
alongside adults can improve motivation and behaviour in young people. Community
education supports young people by:
• making the school a more convivial place.

• presenting learning as desirable at all ages.
• giving opportunities for social interaction.
• enabling parents to participate in meeting their own needs.
• offering learning situations to meet individual need.
• raising the reputation of the school in the local community.
The RelationshipbetweenFamily Involvement and Student Success:
There is a positive and convincing relationship of School,Family,andCommunityConnectionson
StudentAchievement.
1. Involvement programs that link to learning improve student achievement:
It’s
simple: The more parent and community involvement activities focus on improving
student learning, the more student learning improves. Learning-focused involvement
activities may include
● Family nights on math or literacy.
● Family-teacher conferences that involve students.
● Family workshops on planning for college.
2. Speaking up for children protects and promotes their success.
Children whose
parents are advocates for them at school are more confident at school and take on and
achieve more. The more families advocate for their children and support their
children’s progress, the longer their children stay in school and the better their
children do.
Families should:
● Become knowledgeable about the operations of schools and the laws that govern
those operations.
● Be confident about their ability to work with schools.
● Expect only the best from their children and for their children.
● Join PTA.
3. All families can contribute to their children’s success.
Family involvement
improves student success, regardless of race/ethnicity, class, or parents’ level of

education. For involvement to happen, however, principals, teachers, and parents
themselves must believe that all parents can contribute to their children’s success in
school. Parents can promote their children’s academic success by:
● Teaching their children the importance of education.
● Finding out what their children are expected to know and to be able to do and
reinforcing lessons at home.
● Sending their children to school ready to learn every day.
Principals and teachers must support parent involvement by:
● Making parent involvement a priority.
● Recognizing and removing barriers to parent involvement.
● Sharing decision-making power with parents and community members.
● Working to understand class and cultural differences.
4. Community organizing gets results:
Engaging community members, businesses, and organizations as partners in
children’s education can improve the learning community in many ways. For
example, community partners may be able to:
● Provide expanded learning opportunities.
● Build broad-based support for increased school funding.
● Provide quality after-school programs.
Our schools are not working very well for any students, so that the entire system
Needs fundamental changes if we are to prepare youngsters to be productive citizens
And workers for the next century. This perspective calls for fundamental shifts in our
Conceptions of the classroom, of the school, of governance and authority
Relationships, and of organizational structures supporting schooling.
In turn, these changes require a new series of relationships between the classroom and
home, between educators and families, and between schools and their broader
community. Government should take steps to make this relationship stronger in order
to support the schools more efficiently so, that students can learn more effectively
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