In his ecological theory, Bronfenbrenner emphasises that the stronger the connection between school and family, the greater the child’s well-being and academic success. In turn, co responsibility and educational dialogue between school and family represent a fundamental prerequisite for meaningful and effective educational action. Despite the efforts of many scholars to highlight the predominant role of the family in children’s cognitive and social development, a growing separation between the two main educational agents is evident. To explore and assess the quality of communication between teachers and parents and the participatory modes that emerge between school and family, a mixed methods study was conducted in an Italian primary school setting (ages 6-11). The research involved 472 teachers, 1885 parents, and 180 students. Findings revealed coherence in opinions across teachers, parents, and pupils. As the data show, parental participation in school life depends more on parental interest and children’s attitudes than on school led initiatives.
Restiglian et al. (Wed,) studied this question.
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