Parental Involvement & Engagement Strategies

An understanding of the benefits of parental involvement and an explanation of key strategies provides School Liaisons the information needed to empower military parents as advocates for their children’s education.

Information and Parental Involvement

Armed with information on school performance, parents can serve as effective advocates for their children’s education by

  • choosing a school that is appropriate for their children;
  • advocating on behalf of their children for improved performance by the school; and
  • providing their children with resources and support to improve academic performance.

Benefits of Parental Involvement

The U.S. Department of Education notes that, “A synthesis of the research concluded that

  • families have a major influence on their children’s achievement in school and through life, and
  • when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.”2

Studies have found that students with involved families, no matter what their income or background, are more likely to:

  • Earn high grades and test scores and enroll in higher-level programs;
  • Pass their classes, earn credits and be promoted;
  • Attend school regularly; and
  • Graduate and go on to postsecondary education.3

Key Family Engagement Strategies

Key ways families can get involved include:

  • volunteering in their child’s school or early learning program;
  • maintaining lines of communication with teachers about their child’s learning experience through face-to-face interactions, phone conversations, and online communication;
  • participation in parent-teacher conferences; and
  • understanding educational standards and what they can do to help their children stay on track toward meeting them.

2. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement (p. 13).
3. Ibid. (p. 7).