Moving From “Context Matters” to Engaged Partnerships With Families

Abstract

There has been much progress in the recognition that important contextual influences on a variety of student outcomes exist. However, a true application of systems-ecological theory to school-based practices has yet to occur. In this article, the importance of integrating systems-ecological thinking with educational practice is described and illustrated through engaged school-family partnerships, which operate at the level of the mesosytem. It is argued that school-family partnerships are needed to promote positive outcomes for all youth as well as for ameliorating disparities in educational outcomes. A plan of action is offered that includes moving past long-standing barriers and putting partnership principles into practice, highlights the importance of empirical support and ongoing research, and describes the promise of Response to Intervention reforms for creating engaged partnerships between educators and families.