The equation has always been a simple one: highly involved parents = better academically performing children. Exactly why this is, has been a matter of much debate throughout the years – with argument and counter argument that has attempted to demystify the relationship between parental involvement and pupil attainment. Here we dig into some of the most compelling arguments that have been put forward.
Parents who are involved in their children’s educational lives from an early age positively affect not only their educational attainment in their first fledgling years, but continue to do so, even into adolescence and onto adulthood (Sylva 2004). Yet despite this and the undisputed glowing benefits of highly involved parents, only around half of parents report feeling involved in their child’s school life – and this isn’t for want of trying, as more than two thirds want to be more involved (Peters et al. 2008). A pretty depressing outlook, by all accounts.
Probably one of the most compelling explanations comes in the form of learning that is extended and strengthened at home – advancing reading, writing and numeracy (Brookes et al 1997). Meanwhile, other research has shed a fascinating light on the positive impact of the aspirations of parents - those who expect, hope and aspire, bring about higher attainment for their child (Gutman and Akerman 2008). Of course this may well swing the other way where parents place unhealthy pressure upon their offspring, however by and large the positive association has been established by numerous studies.
Still other research points to the reduced behavioural problems from those pupils whose parents are consistently involved and interested in their child’s academic lives (Zill and Nord 1994); something that should logically correspond to more highly achieving pupils.
Ultimately we may never know which contributes the most to the success of students. What we can say for sure is that the relationship between student attainment and pupil involvement is certainly undeniable – and perhaps it’s all of these elements, together, that create the perfect equilibrium.
Technology has broken the previous boundaries between home and school. Today, school management systems are no longer the ring fenced, closed off systems they once were. Whilst some years ago such systems were used purely for classroom planning, admin and internal communications, today they are much more inclusive, extending so far as to be considered equally as a parent portal, just as much as they are a school platform.
It’s no overstatement to say that school management systems can be, and are serving, as the ultimate tool for fostering parent involvement and investment within children’s education.
There are few places that take this advancement quite as seriously as Breezehq – we fully appreciate all that can be made possible, with the aid of technology. We even blogged about the ways in which teachers can get parents more involved in their students’ learning.
Today, our platform has revolutionised parent / teacher communication by providing real-time, two way communication between parent and teacher, as well as on-mass SMS and email messages, and interactive note boards. On the learning front, we offer online grading and reports, as well as lesson tracking – providing comprehensive insight into all that’s happening in the classroom, from decidedly outside of it.