Engaging 'Hard to Reach' Parents: Teacher-Parent by Anthony Feiler

By Anthony Feiler

A pragmatic advisor to developing confident relationships with hard-to-reach mom and dad. comprises research-based recommendations for academics on how one can achieve hard-to-reach mom and dad, carers, and guardiansExplores the foreign viewpoint on winning parental engagementProvides functional support for constructing nearer relationships among mom and dad and faculties 

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2006). , 2002). Such responsibilities impact particularly acutely on parents in low-paid occupations who work long hours where there is little flexibility to enable attendance at school-based events such as parents’ evenings. , 2002; Moon and Ivins, 2004; Russell and Granville, 2005). The Joseph Rowntree Foundation’s Education and Poverty programme has established that children growing up in poverty are less likely to achieve well at school. uk). For some years the government has recognized that tackling low income is imperative – poverty is viewed as not only a cause of social exclusion but also a consequence, and that it impacts severely on children’s learning and development.

Based on consultation and involvement of parents and local communities). r Culturally appropriate and sensitive to the needs of children and parents. It should be emphasized that there have been critiques of the notion of a cycle of disadvantage and concerns have been raised that this concept has been overemphasized in debates about the persistence of poverty (see Welshman, in press, for commentary on this field). So far, the discussion of factors that might account for differing levels of parents’ involvement in their children’s education tends to reflect the view that ‘society knows best’ and that there are some families who need help or intervention because what they do is somehow lacking or substandard.

It appears that UK policy makers are taking account of the numerous studies that have been conducted in this field, and of the views of eminent scholars such as Peter Mittler, who has commented on the damaging and corrosive impact that poverty has on families’ capacity to engage positively with their children’s education. Mittler (2000) presents a forceful account of the extent to which having little money and living below the poverty line produce considerable hardship for families: RESEARCH QUOTATION ‘It [poverty] causes immense stress and worry to parents and carers, leaving them little time to enjoy their children, far less cooperate with schools in promoting their child’s learning.

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