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Evaluating the Effects of Family-School Engagement Interventions on Parent-Teacher Relationships: A Meta-Analysis

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Title: Evaluating the Effects of Family-School Engagement Interventions on Parent-Teacher Relationships: A Meta-Analysis
Language: English
Authors: Smith, Tyler E. (ORCID 0000-0003-1611-9666), Holmes, Shannon R., Romero, Monica E., Sheridan, Susan M.
Source: School Mental Health. Jun 2022 14(2):278-293.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A120144
Document Type: Journal Articles
Information Analyses
Descriptors: Meta Analysis, Parent Teacher Cooperation, Behavior Problems, Family School Relationship, Intervention, Program Effectiveness, Child Behavior, Correlation, Race, Age Differences, Program Evaluation
DOI: 10.1007/s12310-022-09510-9
ISSN: 1866-2625
Abstract: Healthy relationships between parents and teachers are essential to addressing children's emotional and behavioral concerns. The current meta-analysis examined the effects of family-school engagement interventions on parent-teacher relationships. Twenty-three group-design studies yielding 58 effects comprised the current sample. Random effect models were estimated to calculate pooled effect size estimates, and mixed effect models were conducted for moderation analyses. Overall, results revealed that family-school engagement interventions had a small, but significant effect on parent-teacher relationships ([delta] = 0.23, SE = 0.09, p < 0.05). This finding was consistent across mesosystemic characteristics of parent-teacher relationships including joining ([delta] = 0.25, SE = 0.09, p < 0.05) and parent-teacher communication ([delta] = 0.34, SE = 0.10, p < 0.01). However, no significant results were revealed for relational prerequisites ([delta] = 0.05, SE = 0.12, p = 0.67). Interventions were found to be significantly moderated by child behavior concerns (i.e., effects were higher for families of students with externalizing concerns) and community type (i.e., effects were more pronounced in rural areas). Results were not significantly moderated by child/family race or child age, indicating that interventions positively impacted parent-teacher relationships regardless of child/family race and child age. These findings demonstrate the benefits of family-school engagement interventions in promoting parent-teacher relationships and have key implications for school personnel.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: EJ1338373
Database: ERIC
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  Data: Healthy relationships between parents and teachers are essential to addressing children&#39;s emotional and behavioral concerns. The current meta-analysis examined the effects of family-school engagement interventions on parent-teacher relationships. Twenty-three group-design studies yielding 58 effects comprised the current sample. Random effect models were estimated to calculate pooled effect size estimates, and mixed effect models were conducted for moderation analyses. Overall, results revealed that family-school engagement interventions had a small, but significant effect on parent-teacher relationships ([delta] = 0.23, SE = 0.09, p &lt; 0.05). This finding was consistent across mesosystemic characteristics of parent-teacher relationships including joining ([delta] = 0.25, SE = 0.09, p &lt; 0.05) and parent-teacher communication ([delta] = 0.34, SE = 0.10, p &lt; 0.01). However, no significant results were revealed for relational prerequisites ([delta] = 0.05, SE = 0.12, p = 0.67). Interventions were found to be significantly moderated by child behavior concerns (i.e., effects were higher for families of students with externalizing concerns) and community type (i.e., effects were more pronounced in rural areas). Results were not significantly moderated by child/family race or child age, indicating that interventions positively impacted parent-teacher relationships regardless of child/family race and child age. These findings demonstrate the benefits of family-school engagement interventions in promoting parent-teacher relationships and have key implications for school personnel.
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