Family-school interaction: parents’ needs, assessment, and expectations

Modern Russian and international studies show that the interaction between school and family as subjects of the educational process has several positive outcomes for all participants: improved student performance, increased teacher effectiveness, and a positive impact on family well-being. However, parental involvement in their children’s school life is hindered by various factors, including institutional and organizational barriers, teachers’ lack of readiness, as well as the needs and capabilities of the families themselves. To identify family needs and expectations of school activities, a survey was conducted among 60 parents of students in grades 5–8 at general education schools in Smolensk. During the analysis, the responses were further divided into groups based on student age and academic performance. It was found that parents are generally satisfied with various aspects of interaction between teachers and both students and parents (openness, friendliness, support). They appreciate the opportunities for communication with teachers, administration, and other specialists through both traditional and remote channels. Parents are informed about school life, and the predominant type of involvement is passive observation (more than 80 %), while active involvement is regularly practiced by no more than a quarter of respondents. There is a noted low level of interest in parent-specific events and participation in school organization activities as a whole. Parents of students in grades 7 and 8, as well as those with high academic performance, demonstrate greater activity in interacting with the school and involvement in events. The results indicate the need for schools to foster active types of parental involvement and adopt a differentiated approach to organizing such activities.