Family participation in the educational system is a key factor that increases the quality of the teaching-learning process (Kim et al., 2020; Lawrence and Fakuade, 2021). Accordingly, scientific evidence shows the positive outcomes of the involvement of Roma families in school. Specifically, co-responsibility and the coordinated work of Roma families and teachers promotes a supportive school environment that benefits students (Hinton‐Smith & Padilla, 2021; Flecha et al., 2022). These beneficial outcomes include improved student performance and higher attendance rates (Boonk et al., 2018; Garcia et al., 2019); boosted self-esteem (Girbés-Peco et al., 2019); and positive behavior and discipline (Barger et al. 2019). 

However, while educational research provides evidence on the positive impact of family engagement in school, academic studies that focus on the perspectives of vulnerable groups are still scarce. This lack of attention to marginalised groups such as the Roma population may limit the effectiveness of family involvement initiatives and hold back progress toward educational equity (Baker & Sutherland, 2023). Consequently, participation of vulnerable Roma, often dealing with social exclusion, poverty, and discrimination, can be limited by both outside factors and unique challenges (Muntean & Dumitriu, 2023; Simón & Pina, 2023). 

According to institutional European data, the Roma experience higher levels of poverty and unemployment compared to other ethnic groups, which often limits their access to educational resources and opportunities (FRA, 2023). Additionally, Roma families may feel alienated from the formal education system due to historical marginalization and structural barriers (López & Estrada, 2023). These socio-economic constraints can result in lower levels of parental involvement in the educational system and harmful consequences on the academic development of future generations.

The involvement of families in education generally refers to activities that encourage collaboration between home and school to improve the educational experience of children and school community. When parents are engaged in their children’s education, students are more likely to succeed academically and exhibit positive behaviors (Fan & Chen, 2020). A general framework of parental involvement identifies six types of engagement: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community (Epstein, 2018). However, the study of family engagement needs to be further explored within the context of diverse cultural, socio-economic, and structural barriers, particularly in traditionally excluded groups.

Despite the structural challenges that Roma families commonly face, research shows that they place a high value on education. However, vulnerable families often struggle to navigate the bureaucratic and cultural systems of mainstream schools (Muntean & Dumitriu, 2023). Therefore, understanding the dynamics of family participation is not merely a matter of how to manage engagement opportunities but also involves overcoming the barriers of trust and understanding between Roma communities and the educational institutions. Moreover, recent studies highlight the importance of culturally responsive approaches to family participation. For example, recent work demonstrated that when schools adopt practices that respect the traditions and values of marginalized communities, families are more likely to engage positively in their children’s education (Barros et al., 2023).

The presented study analyzed strategies to improve the effectiveness of family participation in school. Specifically, we incorporated the perspectives of Roma families with the aim to promote effective measures that encourage Roma participation in the educational system and foster the educational and socio-economic advancement of new generations. By focusing on these areas, the study provides evidence that contributes to more inclusive and equitable educational opportunities, ensuring that all families, regardless of their background, have access to the resources they need to succeed.

The research followed the Critical Communicative Methodology (CCM), which emphasises the human construction of social reality and promotes the exploration of meaning through communication among individuals (Gómez, Puigvert, & Flecha, 2011). CCM is based on the importance of clear reasoning and the belief that everyone can contribute to social change (Gómez et al., 2019; Rodríguez-Oramas et al., 2022). The study involved an advisory board consisting of social agents, academics, Roma families, and community members from Spain. This council guided the research process and played a significant role in convenience participant recruitment. The research aimed to explore these opportunities by engaging participants in developing instruments for data collection, framing the research questions and analyzing study results. The method of access participants was based on convenience both through schools with a majority Roma population and Roma associations in Spain, using snowball sampling through personal networks including those of the member of the advisory council. A total of 26 people were interviewed in 4 different focus groups. Participants had an average age of 38 years (65.38% females and 34.62% males).The diverse backgrounds of participants allowed for a wide range of perspectives regarding the promotion of higher opportunities for Roma participation in education. The selected participants were chosen based on a real involvement situation with education to ensure relevance for the study. Focus groups allowed primary data collection guided by the input of the members of the advisory council. This method allowed participants to share autobiographical narratives providing qualitative data on the strategies that Roma families value and promote their effective participation in school. All data collection was conducted ethically, informed consent was obtained, and participants' confidentiality was ensured according to data protection regulations. Through the systematic coding and analysis of the transcribed discussions, researchers gained insights into the ways to promote family participation from the perspective of Roma families. The analysis highlighted key themes and patterns contributing to a deeper understanding of how to support Roma families in educational environments.

By examining Roma families' experiences, this study reports on key elements that are essential for specifically promoting the participation of vulnerable groups within the Roma community. For instance, creating trust between Roma families and educational staff is essential for parental involvement. Families often need time and reassurance before feeling comfortable participating. Showing understanding, respect, and consistency in communication fosters an environment where families feel valued, heard, and confident in their involvement (Garcia-Yeste et al., 2019). Co-responsibility involves educators and families working together to support the education of Roma children. Recognition of their potential and school collaboration with families fosters a shared commitment to academic success and overall development. Creating high expectations for Roma students is essential. When both schools and families set high standards, it motivates children and fosters assurance in their academic potential, driving their success. Families look for real approaches in terms of participation that improves the quality of education, such as decisive, evaluative and educational participation strategies. Moreover, effective communication is key to overcoming the barriers that Roma families face to participate in education. Lack of access to digital tools, need for guidance and the simplification of bureaucratic procedures are frequent elements that need to be considered to address the challenges of most vulnerable populations. Other strategies include teacher training to understand Roma culture and foster genuine and real inclusion among families (Epstein,2018); personalized education, representation of Roma people in educational roles, and the involvement of local Roma associations particularly in marginalized communities (Baker & Sutherland, 2023). The inclusion of families' perspective allows the promotion of more inclusive participation measures that are better suited to the real needs of the most vulnerable groups.

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