I can’t think about school climate without considering the physical environment. In the Cincinnati area, we experience a range of climactic conditions. This morning the weather felt cool and breezy, but this afternoon could bring out the sun in all its blazing glory. Our schools, especially middle schools, have similar climates. Some days have our students brimming with excitement but that can change after lunch. Sometimes, it changed with the bell.
Environmental factors that influence the climate of the Ohio Valley include wind patterns and geological formations. The same rings true with our schools. Educators attempt to control the conditions within the school We apply structure and evidence-based practices. Our staff members, though highly trained, do not affect the conditions outside of the building. The families of our students have a far greater impact on their success than the organization of their classroom.
Student Success Begins at Home, but Schools Can Help
We don’t have to comb through research databases to locate the single determining factor for student achievement. Parent involvement is the undisputed component of student success. Educators spend countless hours unpacking standards and developing lesson plans, but students learn primarily through family units at home. The family influences student motivations, self-concepts, and perseverance to complete education goals. blocks and patterns, something to suit your every need for content creation. And don’t forget to check out the List View: click the icon a few spots to the right of the plus icon and you’ll get a tidy, easy-to-view list of the blocks and patterns in your post.
To improve student achievement, schools need to improve family engagement. Family engagement goes beyond the traditional parent conference days or PTA meetings. Today’s families include grandparents, aunts and uncles, even cousins. The US Department of Labor reported in 2021 that 4% of the children in the US are being raised by grandparents. That’s over two million children. Not only do our parent letters need new subject headings, but our framework for engaging families needs an update.
Three important areas for focus include invitations, communication, and resources. School events need a shift in focus toward family rather than parents. Schools must shift expectations from one or two parents to extended family members. The “Muffins with Moms” and “Donuts for Dads” breakfast invites may become a thing of the past. Rethinking family frameworks might include “Pot Luck PTAs” with family-style dinners where everyone contributes.
A Campus that Welcomes Families
Years ago, when my children started school, I looked forward to opportunities to volunteer. Some teachers welcomed my help. They invited me to class parties and field trips. My favorite teacher scheduled me for a couple of hours every Friday. Not only did my son look forward to seeing me there, but he also improved in reading and spelling. Not all of the teachers welcomed me. I had a few teachers that politely asked me to step down. Perhaps the teachers felt threatened by my involvement. Maybe, they didn’t know how to use volunteers. Whatever the reason, it created doubt in my mind about the quality of education in the room.
Schools need an inviting campus that welcomes families to volunteer, participate, and collaborate in education. The responsibility of parent volunteers should not fall solely on the teacher. Consistent efforts include creating a network of volunteering opportunities for families. I had been scheduled every Friday to volunteer with my son’s teacher. Sometimes, that meant doing something in the classroom. Other times, I helped in the media center or ran copies for the Family Resource Center. The schools with a school-wide plan will be the most effective in this area.
Improve Communication
I found myself shopping for schools when we relocated to a new state. My search centered on school websites. These websites varied between districts and campuses. I chose a school based on the availability and accessibility of information. Every school needs an updated website. Families need to access the school calendar, events, and contacts for personnel. Schools should offer consistent communication for every grade level and course.
In many schools, teachers use different methods of communication. Some offer weekly newsletters. Others call parents to schedule meetings. A school with an updated website should offer a page for each teacher. Teachers could update calendars with events for parents to view. This places all of the information in a single, accessible location. It also eliminates the stress of creating the syllabus for students to misplace.
Provide Resources
School campuses operate as learning centers. Schools can invite community services to host trainings, events, and support groups on campus. This can be anything from parenting classes to quilting bees. Groups of people coming together on the campus will create a comfortable place for families to seek help. Schools should offer resources to families who need help. Guidance counselors need access to other counseling services for families in need.
If it takes a village to raise a child, then it takes a family to educate one.
Add a Family Resource Center to the school website. Include contact information and links to counseling services and parenting classes. You can also include ebooks, audiobooks, and podcasts.
The old proverb, “It takes a village to raise a child,” still rings true. Parents (and grandparents and aunts and uncles and cousins) raise our students. Schools can help by inviting families to collaborate in the process of education. They do this by improving education and providing resources.
Resources
Gandarillas, M. A, Elvira-Zorzo, M. N, Rodríguez-Vera, M. (Dec 2024). The impact of parenting practices and family economy on psychological wellbeing and learning patterns in higher education students. Porto Alegre, Vol. 37, Iss. 1, DOI:10.1186/s41155-024-00291-5
Jacobs, Carmelita. (2024). Reimagining a framework for parent involvement in South Africa: Preparing preservice teachers. South African Journal of Childhood Education (SAJCE); Johannesburg Vol. 14, Iss. 1, (2024). DOI:10.4102/sajce.v14i1.1431
Lemessa, R., Senbeto, T., Endale, A., Gemechu, N. (Jan 2023). Family involvements in education and quality of education: Some selected 2nd cycle public schools in West Shoa Zone, Ethiopia. Cogent Education; Abingdon Vol. 10, Iss. 1, DOI:10.1080/2331186X.2023.2197669
Newman, N., Northcutt, A., Farmer, A., & Black, B. (2019). Epstein’s model of parentalinvolvement: Parent perceptions in urban schools. Language Teaching and Educational Research (LATER), 2 (2), 81-100. DOI: https://doi.org/10.35207/later.559732
US Department of Labor. Women’s Bureau. “Grandchildren being raised by grandparents.”lhttps://www.dol.gov/agencies/wb/topics/grandparents-raising-grandkids
Kathy Hendley, Ph.D. 