Engaging Families after COVID: Reconnecting in the Classroom

Autor/in	Tye, Natalie
Titel	Engaging Families after COVID: Reconnecting in the Classroom
Quelle	In: PDS Partners: Bridging Research to Practice, 18 (2023) 1, S.61-69 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2833-2040
DOI	10.1108/PDSP-01-2023-0003
Schlagwörter	Family Involvement; COVID-19; Pandemics; Educational Change; Family School Relationship; School Policy; Inclusion; Educational Planning; Cooperative Planning; Family Role + Suchen Sie Ihr Suchwort? Bildungsreform; Schulpolitik; Inklusion; Bildungsplanung
Abstract	Purpose: Prior to COVID, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, COVID happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of COVID and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since COVID. Some schools found families to be a valued partner in student learning where other districts chose to use COVID as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to COVID, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families. Design/methodology/approach: The work provides a summary of family involvement pre-existent to COVID, during the pandemic and post-COVID through a review of the literature and emerging from teacher candidate experiences in the school setting. Findings: After a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as COVID restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships. Originality/value: Valuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-COVID, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to positively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing integrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interactions between schools and families, there is a disconnect between school learning and home life that may never be explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01