Abstract:
High-quality partnerships between families and schools can provide enormous benefits to the development, learning, and wellbeing of children. Although the central role of parental self-regulation has long been identified in the literature, most efforts for promoting the home-school partnership have been focused on creating opportunities for parents and teachers to meet and collaborate, rather than building parents’ capacity to collaborate. Evidence-based parenting programs promise to be effective in promoting parental self-regulation, which can in turn enhance the partnership between parents and schools. However, to date, this has not been empirically examined.
Utilising data from the above-mentioned cluster randomised trial of Triple P seminar series in Australian primary schools, we investigated the intervention effects on five key dimensions of the home-school partnership, namely home-based involvement, school-based involvement, parent-teacher communication, parent-school involvement, and working with the community. Parental self-regulation was tested as the mechanism of change.
Post-intervention, we observed enhanced parent-teacher communication and school-based involvement with small to medium effects. The intervention effects were observed in all intervention groups. Statistical analyses provided evidence that improvements in parental self-regulation drove the improvements in these two home-school partnership dimensions.
This study provided evidence that the delivery of evidence-based parenting programs in the school setting can produce benefits to not only its program targets, but also to the partnership between parents and schools.
Utilising data from the above-mentioned cluster randomised trial of Triple P seminar series in Australian primary schools, we investigated the intervention effects on five key dimensions of the home-school partnership, namely home-based involvement, school-based involvement, parent-teacher communication, parent-school involvement, and working with the community. Parental self-regulation was tested as the mechanism of change.
Post-intervention, we observed enhanced parent-teacher communication and school-based involvement with small to medium effects. The intervention effects were observed in all intervention groups. Statistical analyses provided evidence that improvements in parental self-regulation drove the improvements in these two home-school partnership dimensions.
This study provided evidence that the delivery of evidence-based parenting programs in the school setting can produce benefits to not only its program targets, but also to the partnership between parents and schools.