Family Involvement in Elementary School Can Reduce Discipline Problems
Caspe, Margaret, M. Elena Lopez and Cassandra Wolos, "Family Involvement in Elementary School Children's Success," Brief No. 2, Harvard Family Research Project (Winter 2006/2007).
This brief is the second in a series that details approaches to parent/school/community involvement from Early Childhood to High School. This brief looks at critical issues that policymakers and elementary schools need to be aware of when supporting family involvement. Greater parent involvement at this stage ensures children that are more likely to participate in class, seek help when needed, and monitor their own progress. The brief states that continuous and consistent involvement shields and protects children from the negative impact of poverty on academic and socio–economic development and successful educational engagement and continuation. Parent involvement may be one approach to reducing the achievement gap between White and non–White students. When parents dedicate time, offer praise, show affection, and develop close relationships with their children of varying school ages, their children are less likely to require discipline at school or treatment for social or emotional problems.
This brief includes suggestions for policymakers, practitioners, and researchers to integrate family involvement into their research and practice. In practice, educators must create mechanisms to facilitate family involvement by creating inviting atmospheres for families in schools, coupled with open communication. Reaching out to families consistently and continuously, sharing information and methods of interaction will support this process. Researchers must connect research to policy and practice in user–friendly formats to help practitioners and policymakers receive and understand pertinent information.
Relevant Link: http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/elementary.html