Building home-school trust

Abstract

Positive relationships between home and school are important for providing consistent support for pupil academic progress and behaviour. This paper explores the central role of trust between parents and teachers as an element of successful parent-teacher partnerships. Perspectives of 35 parents, defined as low or high trust, and 25 teachers in 4 schools were sampled through telephone interviews and focus groups. The format of the interviews was semi-structured and questions were asked about what schools need to do to build trust with parents. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. The results highlighted a range of features that are consistently indicated in the development of trust. The central importance of communication was identified by teachers and parents (low and high trust). There was a high frequency of teacher statements across categories citing factors external to the school (such as child, family or societal factors) as being at the root of difficulties in establishing trusting home-school relationships. High trust parents were more likely to commend the school on the consistency of its procedures in managing behaviour. However, difficulties relating to discipline and dissatisfaction with the school’s approach to tackling bullying and disruption were more likely to be raised by less trusting parents. The results are discussed in relation to theory and research and implications for school policy and practice are outlined.

The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

“…Similar to adolescents, parents and families may "interpret discipline within the social context of trust" (p. 661; Amemiya et al, 2020). Parent-teacher trust has been linked to parents' assessment of a school's approach to student discipline (Dunsmuir et al, 2004). The current study operationalizes trust with principals (parent-principal trust) and teachers (parent-teacher trust) by using responses from parent surveys-trust with adults in school with proximal (teacher) and distal (principal) interactions with their children.…”

“…On the part of families, school-family relations might entail engagement in home-based activities to foster child learning (reviewing and helping with homework, monitoring progress, discussing school events or course topics, or providing educational enrichment activities), communicating with school staff (talking/texting by phone, emailing with a teacher or school leader, coming to school for scheduled conferences, and conversing informally), or engaging in school-based volunteering (volunteering for school events or serving on a parent-teacher advisory board; Clarke et al, 2010; Dunsmuir et al, 2004; Epstein, 1995; Hoover-Dempsey & Sandler, 1997; Philip, 2013). The school-family relationship on the part of schools may involve providing information and resources to families to support parenting and foster learning at home, communicating with families about school activities and student progress (phone calls, report cards, parent conferences), or creating opportunities for families to volunteer and promoting a school culture wherein families can meaningfully engage in school-related matters (Clarke et al, 2010; Dunsmuir et al, 2004; Epstein, 1995; Hoover-Dempsey & Sandler, 1997; Philip, 2013). Furthermore, trust between families and school staff is an essential component of school climate, school improvement, and school reform efforts (Bryk & Schneider, 2003; Tschannen-Moran & Hoy, 2000).…”