Elementary Educators Building Relationships With Parents and Caregivers, to Promote Student Achievement

The link between elementary educators and the parents and caregivers of their students, and their relationships with one another as correlated to possible benefits of academic and behavioral outcomes for the student, is examined. The basis for this author’s inquiry is: What is the intrinsic value of elementary educators building meaningful relationships with parents and caregivers as a means to support positive student learning? The literature review analyzed historical and cultural assumptions, and expectations surrounding relationship building for educators, parents and caregivers. Federal and state mandates, statistics, and strategies on behalf of educators for developing and maintaining relationships are also reviewed. The literature review examines the historical and racial dynamics between teachers, parents and caregivers. Challenges within the existing research and literature and recommendations for future research are discussed. The accompanying project of storytelling sessions was based on adult learning theories supporting teacher knowledge and well being, while taking a wide array of parent and caregiver culture into consideration. This project created positive, collaborative sessions where attendees contribute funds of knowledge, addressing the question of value in these critical relationships towards student achievement.