Here Are The Six Types Of Involvement In Parenting And Schoo

Here Are The Six Types Of Involvement1 Parenting Here Schools Help

Here are the six types of involvement: 1) Parenting: Schools assist families with parenting and child-rearing skills, child development knowledge, and creating home conditions that support children at each grade level. Schools also need to understand families and their contexts. 2) Communicating: Schools involve parents by maintaining effective two-way communication channels about school programs and student progress, including memos, notices, conferences, newsletters, phone calls, and electronic messages. 3) Volunteering: Schools focus on recruiting, training, and scheduling volunteers from families and the community to support students and school programs. 4) Learning at home: Schools involve families in learning activities outside of school, such as homework and other curriculum-related tasks, to support student learning. 5) Decision making: Families are included in school decisions and governance through participation in PTAs, advisory councils, committees, and leadership opportunities. 6) Collaborating with the community: Schools coordinate services and resources with local businesses, agencies, and community organizations, and also offer services to the community, creating a mutually supportive environment. (Epstein, 2011; Epstein et al., 2009)

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Parental and community involvement in education significantly influences student achievement, school climate, and overall community development. The framework of six types of involvement, as outlined by Epstein (2011), offers a comprehensive approach for schools to foster meaningful engagement with families and communities. Each type plays a vital role in creating a supportive educational environment where students thrive academically, socially, and emotionally.

First, parental involvement in child-rearing and fostering home environments conducive to learning is foundational. Schools can support families by providing resources on parenting skills, child development, and creating conditions that promote academic success. Understanding family backgrounds and cultural contexts enables schools to tailor their support effectively. Epstein emphasizes that collaboration between schools and families creates a shared responsibility for student success, which is essential in diverse communities (Epstein, 2011).

Second, effective two-way communication channels keep parents informed about school programs and their children's progress. Schools utilize various communication methods, including newsletters, phone calls, electronic messaging, and conferences. Transparent and ongoing communication fosters trust and encourages parental involvement. Research indicates that parental awareness and engagement are linked to improved student motivation and achievement (Henderson & Mapp, 2002).

The third type, volunteering, involves recruiting and training community and family members to actively participate in school activities. Volunteers can support classroom instruction, organize events, and serve as role models. Effective volunteer programs require flexible scheduling and recognition of volunteers’ contributions to maintain high levels of participation and commitment (Epstein et al., 2009).

Fourth, schools encourage families to engage in learning activities outside school hours, such as homework and community-based projects. This involvement reinforces classroom learning and builds home-school connections. When parents participate in their children's learning, students demonstrate higher academic achievement and more positive attitudes toward school (Desforges & Abouchaar, 2003).

The fifth involvement type emphasizes shared decision-making. Including family voices in school governance through PTAs, advisory councils, and committees fosters a sense of ownership and partnership. When families are involved in decision-making processes, schools often see increased trust, collaboration, and community support (Epstein, 2011).

Finally, schools collaborate with community organizations and service providers to meet the needs of students and families. This partnership can involve resource sharing, social services, health initiatives, and community events. Such collaborations expand opportunities for student enrichment and address barriers to learning associated with socioeconomic challenges (Auerbach, 2007).

Implementing these six types of involvement requires intentional planning, ongoing communication, and genuine partnership between schools, families, and communities. Schools that actively foster these relationships create inclusive environments conducive to holistic development. Moreover, a strong partnership among stakeholders not only enhances academic outcomes but also promotes social equity and community resilience. Understanding and applying Epstein’s framework helps educators develop comprehensive family engagement strategies that adapt to the diverse needs of their student populations.

References

• Auerbach, S. (2007). Assimilation and resistance: Strategies for parent involvement of immigrant parents. School Community Journal, 17(1), 11-28.
• Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support, and family education on pupil achievements and adjustment: A review of literature. Research Report RR433. Department for Education and Skills.
• Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2009). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
• Epstein, J. L. (2011). Framework of Six Types of Involvement. In School, family, and community partnerships: Preparing educators and improving schools (pp. 88-124). Routledge.
• Epstein, J. L., et al. (2009). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Ayers, S., & Lambert, R. (2017). Building community partnerships for student success. Educational Leadership, 74(4), 27-33.
• Gray, J., & Clarke, S. (2018). Community engagement and student achievement: A comprehensive review. Journal of Educational Research, 111(2), 159-169.
• Green, C., & Walker, J. (2020). Family involvement and academic performance: The mediating role of community collaboration. International Journal of Educational Advancement, 20, 22-36.