There is a plethora of literature confirming that positive parent-school communications reinforce healthy and constructive interactions between the two parties and, inevitably, such relationships affect the extent and quality of student learning.
It is argued that poor or negative communications about student/school performance can act as a disincentive for parents to actively participate in assisting their children and/or the school. Consequently, support systems may deteriorate and parents may demonstrate increasing reluctance to become involved given diminishing confidence.
The strategies necessary to construct positive relationships between teachers/parents and pupils, equally apply within the administration offices and there is much to be emulated.
This document is part of the Bursars Toolkit.
Download Bursars Toolkit Part 13: Parent Communications and Relationship Management:
