Educational institutions such as schools and Early Childhood Education and Care-institutions are important meeting places for children, families, and adults from different backgrounds. Yet, the parents are the children's most important caregivers. Parents are also the schools´ most significant partners in the work to ensure children's education and development. The home-school relationship is considered important by educators, teachers, parents, and researchers. Parents' involvement is one of the most important predictors not only for academic achievement but also for the whole child's development. Thus, parental involvement has become the center of attention of teachers, researchers, and policymakers. Earlier research points out that it is difficult to establish a good home-school relationship, particularly in schools serving newly arrived immigrant children (Lea, 2012; Sibley and Brabeck, 2017). In the face of the constantly increasing number of immigrant children, newcomer parents’ perceptions and experiences are exceptionally important to take into account for a successful and holistic education of immigrant children. Newcomer parents want their children to become well-educated as they see education as a way to a successful life in a new society (Lea, 2012; Sibley and Brabeck, 2017; Norozi, 2022). Newly arrived immigrant parents grapple with challenges related to a new language, and culture, and adjusting to a new and different lifestyle and society. It appears that newcomer parents are dubious about the values in the schools, especially regarding religion as part of their identity and culture (Barry, 2001; Vogt, 2016; Spernes, 2018). Newly arrived immigrant parents´ perceptions and experiences of collaboration with schools are under-researched in the Norwegian context. This study aims to get insights into newcomer parents’ perceptions and experiences of collaboration with schools in the Norwegian context. Thus, the two guiding questions are: How do newly arrived immigrant parents perceive and experience collaborating with schools in the Norwegian context? And what kind of support and challenges do newly arrived immigrant parents face in their involvement in children´s education? The theoretical framework is based on theories on inclusive education; Biesta (2011) states that inclusion is a central – if not the most important – value in democracy. On another level, we address how newcomer parents, and school staff, apply different strategies to develop a relationship with each other (Ericsson & Larsen, 2000; Sand, 2020; Essahli Vik, 2022). The relationship between parents and schools is dependent on many factors. For example, how parents are invited and involved in their children's schooling. Yet, it is significant to understand how both parents and staff's strategies affect the relationship between the school and the newcomer parents.

In the qualitative paradigm, the method that was employed to collect data was in-depth semi-structured interviews with newcomer immigrant parents. The schools were contacted to reach out to newcomer parents. Screening of participants was done by in-person meetings with them to ensure that they satisfy the criteria e.g., they have recently arrived in Norway and have a school-aged child/ren. Informed consent from each participant was obtained and a detailed explanation of the purpose, procedures, potential risks, and benefits of the study was shared written and verbally. In-depth, semi-structured interviews with each participant were conducted. Interviews were audio-taped, and each interview lasted a maximum of I hour. Since the newcomer parents can not speak Norwegian, interviews were conducted in either English (those who can) or in their mother tongues. Both the researchers are multilingual and can speak the mother tongue of the participants i.e., Arabic, Dari, Pashto, and Farsi. Professional interpreters were arranged for Ukrainian participants. This was mentioned in the consent form. The data will be transcribed and analyzed by identifying themes and patterns. This will involve coding the data, creating the coding scheme, and using qualitative data analysis software e.g., NVivo. The confidentiality and anonymity of the participants would be ensured by using pseudonyms, keeping data secure, and destroying data once it is no longer needed. The research project is approved by the Norwegian Social Science Data Services (NSD).

The study may uncover common barriers that newcomer parents face in collaborating with schools, such as language barriers, cultural differences, and lack of understanding of the school system. The study may highlight the importance of clear and effective communication between schools and newcomer parents, including the need for effective and quick arrangements for translation services, regular meetings, and accessible information. The study may reveal the extent to which newcomer parents are involved in their children´s education and the factors that influence their level of involvement. Furthermore, the study's preliminary analysis recognizes the role that cultural awareness and sensitivity play in facilitating collaboration between schools and newcomer parents. The study is expected to provide some recommendations for improving collaboration between schools and newcomer parents, including the need for better resources and support for newcomer parents. Last but not least, this study will contribute to increase understanding of the perspectives and experiences of newcomer immigrant parents in collaboration with schools and inform the development of policies and practices that support newcomer parents’ involvement in their children´s education.

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