Teamwork Makes the Learning Work

Written by: Maddie Seper, Crystal Williams, Ph.D., Robyn DiPietro, Ed.M., & Michaelene Ostrosky, Ph.D.

When working with children and families, it is critical for professionals to recognize that family members and caregivers are the experts on their children. A child learns and experiences important aspects of life, such as first words, first steps, family values, and a feeling of belonging, through interactions and relationships with family members and other caregivers. Due to the notable impact a family has on a child’s life, it is important for families and schools to work together.

When families and school personnel collaborate, these are called family-school partnerships. According to the National Center on Safe Supportive Learning Environments (NCSSLE; 2024), a family-school partnership is “a shared responsibility and reciprocal process” (p. 1). To promote shared responsibility and reciprocal relationships with families, school personnel can listen to the families of their students and use families’ personal experiences (e.g., lived experiences, values) and expertise about their children to best teach the student. School personnel also can provide families with information about a student in an educational environment, then gain the family’s perspective and input or ask about the family’s knowledge about the student in other contexts, such as at home and in the community (NCSSLE, 2024). In this way, the school staff and the family partner in their desire to help the student as they take turns sharing and listening. The family-school partnership is an approach to education that aims to optimize children’s growth, development, and capacity to build relationships by combining the expertise of family members and school professionals.

Research on Family-School Partnerships

It is one thing to say family-school partnerships are important for child growth and development, but it is another thing to look at what the research says. According to Smith and colleagues (2019), “Parents and teachers jointly promote child development through activities that bridge both settings” (p. 511). For example, when education professionals and families share strategies (i.e., visual supports around the house and classroom, positive reinforcement ideas, ideas for goals to set for home and in the classroom), this can increase children’s opportunities for growth in both home and school settings. Additionally, when families and schools share ideas, exchange strategies, develop shared expectations, communicate frequently, and problem-solve together, this can lead to cohesion for the child across environments. Such partnerships can help make the transition from home to school easier, as well as increase the likelihood of similar strategies being used in both environments. Bryan and colleagues (2020) conducted a study demonstrating that family-school partnerships may help students develop “academic resilience” (p. 3). If a student is struggling academically because of familial or social factors, schools can provide students and families with resources (i.e., academic resources, support systems through the school, community-based programs). This support may increase a student’s learning opportunities, which can help foster academic and nonacademic growth (Bryan et al., 2020). Based on the research, family-school partnerships may benefit students’ development and learning experiences throughout childhood and adolescence.

Family-School Partnerships in Practice

There are many ways education professionals can prioritize family-school partnerships.

Communicate frequently with families. Education professionals can engage in regular (i.e., daily) forms of communication with family members. For example, a professional can send families highlights of their student’s work from that day, such as a picture of a writing piece or a solved math problem that previously stumped the student. The professional also could send pictures or texts, via the school’s communication app, regarding a student’s strengths and recent accomplishments. Teachers could challenge themselves to send these updates to at least 2-3 different families each day, making sure to update each family once or twice a month. Using a strengths-based approach when communicating can enhance the relationship and collaboration between families and school staff, as it demonstrates the educator’s positive interest in the child. When a positive relationship between home and school has already been established, it can be much easier to address challenges when they arise. Communication from school staff also should include ways to gather insights, listen to feedback, and develop strategies collaboratively with families that work at home and school (Smith, 2019). For example, if a child has challenges transitioning from playtime to mealtime at both home and school, the family and school could jointly develop a first-then schedule. This schedule would include Velcro images that can be placed on and off the schedule under the words “first” and “then.” For example, in the classroom, the student’s schedule might have photos showing “first” dramatic play and “then” lunch. At home, the schedule may include photos showing board games “first,” followed by dinner, or a picture of bath “first,” and “then” playing on the tablet. Such first-then-picture schedules support consistency across home and school environments and can help prevent behaviors that challenge adults.
Avoid assumptions. Research has shown that some parents and families are assumed to lack the knowledge or capacity that may improve their child’s school experience (Ishimaru, 2017). This means some families may be overlooked and their perspective about their student’s education may not be considered. To combat this, it is vital that school staff work in partnership with families. For example, an educator can tell families about their desire to create a space that accepts and honors all students. Educators can ask family members, “What are ways I can promote trust and a sense of belonging for your child and family?” Such questions could be asked during a meeting, phone call, or using a questionnaire. It is important for professionals to draw on a family’s experiences. It is also necessary that professionals reflect on the assumptions they might have about their students and families’ home lives. For example, assuming a student is struggling to express emotions because of circumstances in their home is an example of assuming without concrete evidence. By looking to families as experts on their children and learning from them, stronger partnerships can be built between families and schools.
Host family-school activities. Schools, classrooms, and other educational settings can host activities in which families and school staff meet to collaborate and develop relationships with one another. Hosting family-school activities is one way that students and families can meet and learn more about one another. During these activities, professionals can invite family members to ask questions or provide feedback about their child’s curriculum. School personnel can also target specific challenges with these events such as poor attendance by providing virtual opportunities, alternating the timing of events (e.g., providing daytime and evening options), having meals or snacks available, or offering public transit passes or childcare for the events. Schools also can host family fun events in other community areas where students can see their home and school life intertwined (i.e., at the community library, neighborhood park, local recreation center, etc.). With these events and activities, families and schools can learn from each other and students can see the adults in their lives building relationships.

While home and school settings may look different on the outside, at their core, both families and school professionals desire to see all children thrive. To optimize the growth and development of all children, school staff must prioritize partnerships with all families.