Forms of cooperation

There are various forms of cooperation between schools and parents, each of which has its own value. This page focuses on cooperation between professionals and parents, but the pupil also has a place in all these forms. It concerns a triangle of parent-child-professional. As the child grows older, their contribution and personal responsibility increase.

There are various possible forms of cooperation between parents and schools. By aligning the form with the needs of parents and children, the school can improve the cooperation. The greater the equality and reciprocity, the greater the educational significance.

Effects of cooperation on children

Children feel safe, seen and supported when their school and parents cooperate well with each other in all forms. This gives them greater self-confidence and better relationships with teachers and other pupils. When their parents are involved with the school, this also increases children’s motivation to learn.

On average, children whose parents are actively involved in their schooling achieve higher grades and are more likely to complete school. Good cooperation between parents and school can be particularly helpful for children from families with a low socioeconomic status, by improving their well-being and compensating for any learning delays.

An inspiring example of schools that consciously focus on cooperation with parents is the family school. Read more about this in the magazine Growing together in the Family School.

Factors for successful cooperation

What works in cooperation between parents and schools differs from one school to another.

Research points to three types of factors that contribute to cooperation between parents and schools. Paying attention to all these factors creates a solid foundation for equal partnership:

1. Educational factors

  • Recognising each other’s roles
  • Focusing on children’s broad development
  • Coordination between home and school
  • Parents feel connected to one another

2. Relational factors

  • Open and two-way communication
  • Mutual trust
  • Accessible and inclusive
  • Being attentive to barriers to cooperation
  • Room for doubts

3. Structural factors

  • Professional development of teachers
  • Structural integration into school policy

Cooperation: individual and collective

Cooperation between schools and parents goes beyond the development of one child; it contributes to a larger whole. In daily practice, parents notice that they feel supported in raising their children. They feel included, dare to ask questions and experience that their knowledge of their child matters. This strengthens their confidence and their role as parents.

Cooperation also makes a difference for professionals. Through contact with parents, they gain a better understanding of what a child needs, both inside and outside school. This makes their work more effective and enjoyable. Professionals feel supported, feel less alone and work together on a shared educational approach.

At a broader level, networks emerge in which parents and professionals meet and support one another, for example around schools, childcare or in the neighbourhood. These meetings lead to greater mutual involvement and social support. In this way, the connection between families, school and neighbourhood grows, creating a strong educational foundation in which children can develop safely and have good opportunities.

Source: Netherlands Youth Institute.