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Engaging Parents and Families to Support the Recovery of Districts and Schools. Brief No. 12

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Bibliographic Details
Title: Engaging Parents and Families to Support the Recovery of Districts and Schools. Brief No. 12
Language: English
Authors: Hill, Nancy, Gayle, Latoya, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Harvard University, Graduate School of Education, Results for America
Source: EdResearch for Recovery Project. 2020.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 7
Publication Date: 2020
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, COVID-19, Pandemics, School Districts, School Role, Family Needs, Family School Relationship, Parent Role, Parent Participation, Access to Health Care, Mental Health, Wellness, Educational Discrimination, Equal Education, Educational Quality, Trust (Psychology), At Risk Persons, Social Bias, Access to Information, Interaction, Interpersonal Communication, School Schedules
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts support families in their diverse contexts and build practical trust to support student learning? In order to answer this question, the brief breaks down the issue into three points: (1) Schools are demanding more than ever from parents even as parents lack specific guidance and supports from schools to meet many of the demands; (2) The disruption of ongoing school routines is already having detrimental effects on families while limiting access to mental health and wellness services; and (3) Legacies of discrimination and marginalization in schools and inequities in access to high-quality education undermine trust in ways that shape the possibilities for family engagement. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was co-prepared by Boston School Finder.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED610582
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts support families in their diverse contexts and build practical trust to support student learning? In order to answer this question, the brief breaks down the issue into three points: (1) Schools are demanding more than ever from parents even as parents lack specific guidance and supports from schools to meet many of the demands; (2) The disruption of ongoing school routines is already having detrimental effects on families while limiting access to mental health and wellness services; and (3) Legacies of discrimination and marginalization in schools and inequities in access to high-quality education undermine trust in ways that shape the possibilities for family engagement. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was co-prepared by Boston School Finder.]