Figure : Final conceptual model Aspects of family Engaging families Short term outcomes Shorter term outcomes Longer term engagement that matter effectively for the family for the child outcomes for the most for children’s child outcomes Belief that parents have High expectations Enabling factors an impact on children’s Shared reading School culture supportive of learning (role engagement Parent/child conversation, construction) Belief in the importance of especially around learning, Welcoming environment education social issues, family stories Confidence in their ability Positive parent/teacher to support children’s Self-efficacy Homework support that relationships learning (self-efficacy) provides an appropriate Academic Academic competence/ environment, rules that are achievement Family-led Parental engagement policies Sense of confidence consistent with school learning and leadership welcome/belonging at the expectations, encourages Mental health and school Motivation and autonomous learning and wellbeing Key actions engagement in learning fosters positive parent-child Frequency and quality of Regular communication about Mitigating the impact interactions communication with the Persistence progress and wellbeing of disadvantage on Cognitively stimulating school educational Communication that targets environment Skills for learning outcomes Quality of the relationship parental self-efficacy and role Support for social and with the teacher Social and emotional construction emotional wellbeing, peer wellbeing relationships and teacher Attendance at school Individual invitation to be relationships events engaged in the child’s Communication about learning and /or in the school Knowledge about what children’s wellbeing and community children are learning partnership progress
Figure : Final conceptual model Aspects of family engagement that matter most for children’s outcomes Engaging families effectively Short term outcomes for the family Shorter term outcomes for the child Longer term outcomes for the child Family-led learning High expectations Enabling factors School culture supportive of engagement Welcoming environment Positive parent/teacher relationships Parental engagement policies and leadership Key actions Regular communication about progress and wellbeing Communication that targets parental self-efficacy and role construction Individual invitation to be engaged in the child’s learning and /or in the school community Belief that parents have an impact on children’s learning (role construction) Confidence in their ability to support children’s learning (self-efficacy) Sense of welcome/belonging at the school Frequency and quality of communication with the school Quality of the relationship with the teacher Attendance at school events Knowledge about what children are learning Belief in the importance of education Self-efficacy Academic competence/ confidence Motivation and engagement in learning Persistence Skills for learning Social and emotional wellbeing Academic achievement Mental health and wellbeing Mitigating the impact of disadvantage on educational outcomes Shared reading Parent/child conversation, especially around learning, social issues, family stories Homework support that provides an appropriate environment, rules that are consistent with school expectations, encourages autonomous learning and fosters positive parent-child interactions Cognitively stimulating environment Support for social and emotional wellbeing, peer relationships and teacher relationships partnership Communication about children’s wellbeing and progress
Progressing-Parental-Engagement-in-the-ACT-Technical-Report.docx