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Jones, Chris 
ORCID: 0000-0003-0825-5860 and Forster, Colin ORCID: 0000-0002-5896-1491
(2021)
Family-school partnerships in the age of Covid-19: reasons
for optimism amidst a global pandemic.
PRACTICE Contemporary Issues in Practitioner Education, 3 (2).
pp. 135-145.
doi:10.1080/25783858.2021.1927159
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9612-Jones-Forster-(2021)-Family-school-partnership-in-the-age-of-Covid-19.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial 4.0. Download (302kB) | Preview |
Abstract
This article reports on research undertaken in May and June, 2020, during the initial phase of the Covid-19 pandemic when schools in England were still closed to the majority of children. The research sought to explore the impact of the so-called ‘lockdown’ on family-school partnerships. Research shows such partnerships make an important contribution to the effective education of children and young people, potentially leading to improved behaviour, engagement and learning outcomes. The study was conducted as a short online survey, circulated through social media and email, which invited teachers, school leaders and others working in Primary and Secondary schools to share their experiences of family-school partnership during this time. Analysis of data showed that schools had made considerable efforts to maintain communication and support for all families, particularly those deemed ‘hard-to-reach’, and many participants reported that family-school partnerships had actually been strengthened through this testing period of time.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Uncontrolled Keywords: | children; coronavirus; Covid-19; families; lockdown; parents; partnership; schools; young people |
| Subjects: | L Education > L Education (General) |
| Divisions: | Schools and Research Institutes > School of Education and Science |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 28 Apr 2021 12:07 |
| Last Modified: | 06 Mar 2024 17:00 |
| URI: | https://eprints.glos.ac.uk/id/eprint/9612 |
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