This proposal is framed within the urgent need to address the global challenges of the 2030 Agenda, specifically SDG 4, which promotes inclusive, equitable, and quality education as a cornerstone of fundamental rights (García-Rubio, 2017). Although recent data from the INEE (2025) reflect a positive trend in reducing grade retention—resulting from recent regulatory reforms and an emphasis on continuous assessment—Spain remains in a vulnerable position compared to European Union standards. Persistent regional disparities and the risk of stagnation regarding the early school leaving target (set by the EU at below 9% by 2030) necessitate the identification of contextual factors that safeguard academic achievement. In this context, our line of research focuses on effective school-family interaction as a driver of educational resilience.

The theoretical foundation of this proposal is built upon the model by Hoover-Dempsey and Sandler (1995), which analyzes the processes and mechanisms of parental involvement. Traditionally, literature has indicated that parental participation improves performance; however, our group's research suggests that the key lies in the "active team for partnership" proposed by Epstein (2001). The problem is that teachers often do not feel equipped to lead this alliance. According to evidence from the TALIS report (Ministry of Education and Vocational Training, 2019), educators demand specific training in managing communication with families—a need that the current diagnostic of the educational system continues to highlight as a priority. 

Our research is based on the premise that teacher "invitations" are the strongest predictor of family involvement. As noted by Godás et al. (2019), it is essential to establish empirical foundations for intervention programs capable of transforming the school climate. Thus, the research question is: To what extent does a teacher training program focused on invitation and collaboration strategies improve the quality of family involvement and student success? It is argued that the lack of pedagogical training regarding this relationship creates barriers that perpetuate school failure (Fernández et al., 2010). 

The proposal aligns with the Council of the European Union (2021) and its Strategic Framework for European Cooperation (2021-2030) by proposing a teacher training model based on shared responsibility (Lorence et al., 2024). This model focuses on developing competencies that enable educational professionals to promote family engagement and commitment to their children's education from within the school institution. 

We propose a mixed-methods research design, utilizing qualitative and quantitative techniques for both data collection and analysis, under a participatory evaluation approach. Beyond methodological integration, a process of triangulation will be conducted (Denzin, 2009). Sample: The study focuses on a critical sector: teachers of the 5th and 6th grades of Primary Education, their students, and their families. This selection is intentional, as these grades represent the prelude to Secondary Education—a stage where family involvement historically declines and indicators of school failure begin to crystallize. The study will include experimental groups (receiving specific training) and control groups. Instruments: A triangulation system will be employed using: Questionnaires: Specific scales for teachers (self-efficacy and invitation strategies), families (perception of school climate and types of involvement), and students (motivation and perceived support). Content Analysis: Of initial teacher training curricula. Focus Groups: Designed to explore trust-building processes and barriers perceived by families. Observation Records: To monitor the quality of interactions during the intervention. Satisfaction and Efficacy Scales: Specific for teachers. Procedure: Phase I: An exploratory-descriptive study of teachers' prior training (initial and ongoing) and an analysis of their curricula. Phase II: Design, implementation, and evaluation of a training program aimed at improving teacher competence for family involvement.

The outcomes of Implica2+ position teacher training as the catalyst for educational improvement. Participating teachers are expected to show a significant improvement in their ability to promote participation, reducing stress and shifting from a reactive to a proactive stance. Secondly, an increase in home-based family involvement (study support and motivation) is anticipated, driven by a greater sense of self-efficacy among parents, mediated by the trained teacher. Finally, the ultimate benefit will fall to the students through improved academic performance and school motivation. This project serves as an effective tool for reducing early school leaving and achieving greater educational equity, fulfilling the goals of the European Union and the 2030 Agenda.

Consejo de la Unión Europea. (2021, 26 de febrero). Resolución del Consejo relativa a un marco estratégico para la cooperación europea en el ámbito de la educación y la formación con miras al Espacio Europeo de Educación y más allá (2021-2030). Diario Oficial de la Unión Europea, C 66/1. https://eur-lex.europa.eu/legal-content/ES/ALL/?uri=CELEX%3A32021G0226%2801%29 Denzin, N. K. (2009). The research act: A theoretical introduction to sociological methods. Transaction Publishers. Epstein, J. L. (2001). School, family, and community partnership: Preparing educators and improving schools. Westview Press. Fernández, M., Mena, L., y Riviere, J. (2010). Fracaso y abandono escolar en España. Fundación La Caixa. García-Rubio, J. (2017). El derecho a la educación: un análisis desde la perspectiva de la justicia social. Revista Iberoamericana de Educación, 75, 157-176. https://doi.org/10.35362/rie7501250 Godás, A., Lorenzo, M., Santos Rego, M. A., y García-Álvarez, J. (2019). El entorno del proceso de implicación familiar: bases empíricas para el diseño de un programa de intervención. Pedagogía Social. Revista Interuniversitaria, (34), 81-96. https://doi.org/10.7179/PSRI_2019.34.06 Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310-331. Instituto Nacional de Evaluación Educativa. (2025, 28 de julio). El Sistema estatal de indicadores de la educación 2025: radiografía actual de la educación en España. Blog de INEE. Ministerio de Educación, Formación Profesional y Deportes. Lorence, B., Nieto, M., y Sánchez, J. (2024). Barreras en la cooperación entre familias y escuelas: una revisión sistemática. Profesorado, Revista de Currículum y Formación del Profesorado, 28(1), 125-148. https://doi.org/10.30827/profesorado.v28i1.28356 Ministerio de Educación y Formación Profesional. (2019). TALIS 2018. Informe español. Profesores y directores de centros educativos: aprendizaje y enseñanza hoy. Instituto Nacional de Evaluación Educativa.