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30 - Parent–Teacher Relationships

from Part VI - Family Connections and Life Transitions

Published online by Cambridge University Press:  18 September 2020

By
Kathleen M. Minke  and
Jordana S. Woodford
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

There are many benefits to parent participation in schooling. When parents and teachers work together, students show better achievement and behavioral skills. However, creating and maintaining productive parent–teacher relationships can be an elusive goal due to differences in role expectations, culture, and available supports. School psychologists can promote positive parent–teacher relationships through the use of their collaboration and consultation skills. Three main areas should be addressed: (a) creating a positive atmosphere, including developing shared goals and shared decision-making power; (b) utilizing effective communication skills, such as active listening and empathic responding; and (c) developing outreach strategies that address the needs of diverse families from elementary to high school.

Keywords

parent–teacher relationshipsfamily–school mesosystemschool atmospherecommunication skillsoutreach
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 519 - 537
Publisher: Cambridge University Press
Print publication year: 2020

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