By Siobhan Allen
“Parents must not exclude themselves from their children’s lives and despite what some ‘experts’ may say, they must take an active role in their children’s education. It’s time for mothers and fathers to come out of their exile – because they have exiled themselves from their children’s education – and to fully assume again their educational role”.
Pope Francis, May 2015
Who knew when Pope Francis made this statement in 2015, how parents and carers would be required to become so much more engaged in the education of their children and young people in 2020, as a result of COVID-19. Catholic schools have for many years seen parents as integral partners in their children’s education and never more so than this year.
Research over the past 50 years categorically supports the idea of parents as partners in their children’s education. Much of this national/ international research has shown that parental engagement (of various kinds) has a positive impact on many indicators of student achievement, including:
- higher grades and test scores,
- enrolment in higher level programs and advanced classes,
- higher successful completion of classes,
- lower drop-out rates,
- higher graduation rates; and
- a greater likelihood of commencing post-secondary education.
Importantly, these benefits do not just apply to academic outcomes. Emerson et al (2012) states that beyond educational achievement, parental engagement is associated with many indicators of student development.
- These include:
- more regular school attendance,
- better social skills,
- improved behaviour,
- better adaptation to school,
- increased social capital,
- a greater sense of personal competence and vefficacy for learning,
- greater engagement in schoolwork; and
- a stronger belief in the importance of education (Pushor, 2007). (Emerson, Fear, Fox and Sanders, 2012, p. 31).
When we see these outcomes listed in this manner it makes it clear that as parents and schools, we have to find ways of working together in a more deliberate way. The COVID-19 experience has shown us that we are well placed to do this.
Through the necessity to move learning from school to home earlier this year, parents have been given an opportunity to see more clearly what their children are learning and more importantly how they learn. For some parents this has been quite daunting as they were not aware of what their role was in this space. For others it has whetted their appetite and they are keen to learn more. One way or another it has led to a newfound respect for our teachers and the work they do in educating our children and young people. Teachers have also been able to recognise the positive work parents have done, in setting up workspaces, ensuring their children are engaging in their work and encouraging them to seek assistance when they need to.
In a sense, the silver lining to come out of COVID-19 has been the opportunity to look more carefully at how we can enhance the possibilities for parents and schools to work together effectively to ensure our children and young people reach their full God-given potential.
“What COVID has shown is that parents can have a different role”, said education Professor John Hattie. Professor Hattie hoped the newfound interest would be sustained. “Involving parents better and in different ways with school – that’s incredibly exciting,” he said.
It is important to note that parent engagement during the secondary school years is equally if not more important than the primary years. The opportunities through the primary years are probably more obvious, however we need to move beyond the myth that children and young people in secondary schools do not want their parents there. Engagement in the secondary school space certainly looks different. Academic outcomes take on more significance as our young people edge towards independence, however mental health and wellbeing cannot be ignored and is a key reason why parents/carers need to be present and vigilant during this time.
All partnerships have to commence with relationships and the underlying component of respectful relationships is trust. As Karen Mapp, world renowned researcher around parent engagement, recently stated “that the relationship, the development of relational trust between home and school, is key for any other partnership work to actually take place”.
Additional research indicates that relationship building through one-on-one interaction is key to positive, long lasting, trusting and effective partnerships. The pastoral care calls that Catholic school families have been receiving in the wake of COVID-19, indicate that parents in West Australian Catholic schools welcome and appreciate the personal approach and that they certainly contribute to that sense of relational trust.
This modelling of trusting relationships must come from the top. Children and young people as well as their parents need to witness these relationships in action and young people in particular place more store in actions rather than words. When children and young people see their parents/carers establishing collaborative and trusting relationships with school staff, it provides for them not just a sense of security and safety but also an understanding of the importance their parents place on education.
This trust is also modelled at system level through the collaboration and authentic partnership between Dr Debra Sayce and her team at CEWA and Catholic School Parents Western Australia, the peak body representing and advocating on behalf of those families who choose Catholic education for their children.
This partnership provides the opportunity for the parent perspective to be heard regarding all matters that relate to their children’s education. Equally it provides the chance for parents to understand how they can continue to add strength to Catholic education in WA.
For many of our families, the Catholic school community is the only real community that they belong to, and so it is imperative that we work together as families and schools to ensure they are welcoming, inclusive and safe communities.
“Catholic schools would not exist without the outstanding dedication and contribution of parents. We urge school staff to continue involving parents in the development of the school’s outcomes.” Bishops Mandate 2009 – 2015 #77
Siobhan Allen is Executive Director, Catholic School Parents Western Australia.
From pages 10 to 11 of Issue 27: Community of The Record Magazine