Listening to parents : supports to increase parental participation in low-performing schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Stephanie S. Helsabeck (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: The purpose of this study was to examine the perceptions of parental participation through the lens of administrators who serve and parents/grandparents who have children enrolled in a low-performing elementary school. Through this understanding of the different perspectives, supports were identified that could lead to increased parental participation at this low-performing school. In this research, a qualitative interview approach was used. Six parents/guardians of students attending the school and three administrative team members from the school were recruited to participate in individual interviews. They were asked what supports the school could provide to encourage and/or assist parents in participating in their children’s schooling. Through the interview process, I found that there are some logistical factors that influence parental participation, such as scheduling and lack of transportation. Effective relationships are critical in improving participation and can be cultivated by ensuring communication between school and home happens frequently. School sponsored parental participation initiatives and enhancement of the perception of the school within the community are both positive steps to improving parental participation.

Additional Information

Language: English
Date: 2021
Involvement, Parents, Participation, Support
Education, Elementary $x Parent participation
Low-performing schools
Home and school

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