The Vanishing Adviser: Perspectives on Education Authority Support for Improvement

Abstract

This article investigates how schools can facilitate the engagement of parents as partners in their children’s learning through a study of primary schools in one Scottish city that were participating in an ‘Early Intervention Programme’. A two-phase study was conducted involving questionnaire surveys of the views and experiences of (a) headteachers and members of school boards and (b) parents of children in Primary 1. It argues that whilst teachers are committed to involving parents they are not necessarily adept at sharing information with them or at suggesting ways in which they can assist their children. Staff made frequent, friendly school-home contacts and made their schools open to parents but most did not go beyond merely making broad suggestions to parents about how they could be more actively involved in raising their children’s literacy and numeracy knowledge, understanding and achievement. What appears to be necessary is to focus on involving schools with parents rather than involving parents in schools. Parents are always involved with their children’s education but schools are not adept at recognising parents’ important educational role.