This paper considers the construction of the families’ participation in the school, the behaviours of parents, teaching professionals’ experiences of parental participation, and the comprehension and lived experience of parents of their participation. The research is presented as part of a National Research and Development Project in four communities in Spain^[1].

In an educational system where inclusive teaching practices is a legislated aspect in the educative law and policy (Education Act 2013) we consider the relevance of parents’ participation in the school and their experiences and opinions of their interactions with teachers. This is topic of intense interest for policy makers, educators and researchers alike. The participation is deemed as essential to engage parents and children in education who present from socio-disadvantaged backgrounds.

Different theoretical models stress the importance of the connection between school and parents as a means of maximising the potential educational development of children. Coleman (1988) and Bourdieu (2007) both emphasize the importance of the family context in child development and the impact this can have on the relationship between the triad of child, family and school. This is particularly important given the barriers that school structures can often present to developing relationships in this triad. However, school provision can present barriers or facilitate structure to these home-school relationships.

Schools create spaces for interaction with families. These spaces are physical and emotional and the structure of these spaces can dictate the way of working of the interactions that take place in them (Massey, 2012).

Schools’ practices of family involvement could help or inhibit relationships with those from disadvantaged backgrounds (whether this be from disadvantaged socio-economic backgrounds, ethnic groups or other groups at risk of social exclusion e.g. disabled groups). Best practice promotes inclusion in school life by families. Studies on inclusive teaching practices (Ainscow, Booth, and Dyson, 2006) and creative teaching practices (Jeffrey and Woods, 2003) have noted the importance of the participation of families in the teaching process.

The international research on families’ participation highlights the importance of building bridges. It was reported that respect for the cultures of immigrant populations in schools could promote effective home-school relationships in these populations (Schecter and Sherry, 2009). It is also reported that listening to parents and planning action plans based on individual need can also help (Lopez, 2001), and having review and feedback loops to adapt programmes (Goodall and Vorhaus, 2011) can be effective. The participation of parents is reported to increase when teachers show receptiveness to approaches from parents/guardians (Epstein, 2001; Lewis, Kim, and Bey, 2011).

In the Spanish context, it was noted that when schools and parents work together children increased their academic performance and it was reported that school quality was judged to be improved (Bolívar, 2006; Garreta, 2012).

This research aimed to:

• Deepen knowledge of the strategies of participation
• Understand what practices and experiences of school promoted parental involvement in the wider school and in specific classroom contexts.

To achieve these aims the participation of families in rural schools, suburban schools and urban schools, was researched. The research questions were: What are the main strategies of encouraging parental participation promoted by teachers? What are the main strategies of participating in school life adopted by families? How do teachers feel about the need to encourage family participation in the school? How do families feel about the need to participate in school life?

[1] I +D: “Families and schools. Discourses and everyday practices on the participation in compulsory education” (Ref. EDU2012-32657) 2012-2015.  Sub-program Fundamental Research Projects of the Ministry of Economy and Competitiveness.

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