While extensive research on home–school cooperation has been conducted both in Nordic countries and beyond, the perspectives of immigrant parents have received little attention. To bridge the gap, this qualitative study examines the narratives of 24 South Asian immigrant parents regarding home–school cooperation in Finnish schools. The findings are diverse and include positive experiences, concerns and fear. The positive accounts include satisfaction with teachers’ skills, acknowledgement of cultural values by schools, timely feedback and schools’ efforts to support migrant families. However, the narratives also highlight practical challenges, such as segregation, bullying of children and teachers’ unequal treatment of immigrant families. The study contributes theoretically by extending discussions on home–school cooperation through a sociocultural lens, highlighting how social norms shape cooperation and inviting a re-examination of the concept across diverse cultural contexts. Besides, we offer recommendations for promoting the educational inclusion of socioculturally diverse families in Finland.
Ahmed et al. (Thu,) studied this question.