Abstract
The concept of family-school cooperation was proposed very early, and its importance has always been emphasized. However, due to the excessive acceleration of the life cycle and the extension of working hours, families have unilaterally delegated the responsibility for children's education to schools. This negative situation for student growth needs to be reversed. Families must realize that the role of the school is to complement the work initiated by the family, not to replace it. Schools also need to realize that without the cooperation of families, school functions and outcomes will be limited. However, awareness is not enough, it is necessary to know the causes of this phenomenon. Therefore, this paper conducted a systematic review of previously published research on the causes of barriers to family-school cooperation. Based on Bronfenbrenner's ecological systems theory and Epstein's overlapping spheres of influence theory, the reasons for obstacles in family-school cooperation will be analyzed from different perspectives
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