Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family–school relations, and parental involvement in education has been highlighted.

The meaningful involvement of parents in children’s schooling can enhance the educational process. Parents can contribute insights and knowledge that complement the professional skills of schools’ staffs in ways that strengthen academic and social programs. However, for parent involvement initiatives to be successful, they should be part of a contextually focused school improvement process designed to create positive relationships that support children’s total development. Parent involvement programs that are instituted in traditional bureaucratic and inflexible school environments are less likely to yield positive results than those that are part of a more collaborative organizational structure. In our work, we involve parents at all levels of school life, through general support of schools’ educational programs, active participation in daily activities, and in school planning and management. Parents work together with schools’ staffs to establish academic and social goals and to develop and implement comprehensive school plans.

By: Mrs. Gina A. Torres | Teacher III | Sto. Niño Biaan Elementary School | Mariveles, Bataan