Getting Family Engagement in Learning back on the Agenda

“A school aiming for family involvement often leads with its voice—identifying projects, needs, and goals and then telling parents how they can contribute. In contrast, a school focused on family engagement leads with its ears, actively listening to what parents think, dream, and worry about. The aim of family engagement isn’t just to serve clients but to cultivate true partnerships.” — Tony Dalton

Time flies when you’re having fun! It’s hard to believe that 1973 was over 50 years ago. Back then, disco music was the rage, and I was just starting my teaching career in my first classroom. Over the years, I have had many different roles, including principal across Victoria, and then as a leader in teaching and learning, student well-being, and literacy and math. Eventually, I became a Family School Partnership convener and launched my Family Engagement consultancy, which has taken me all over Australia and beyond.

Throughout this journey, one thing has become crystal clear: no teacher or school leader can do their best to help children thrive without partnering with families. I've spent years experimenting with what truly works in family engagement, and co-design stands out as a powerful strategy.

As I reflect on my journey, I can’t help but wonder: have we made real progress since 1972, or are we just going in circles? Most of what we call family engagement is often just family involvement, which keeps us treading water. It’s like watching a game from the grandstand instead of being on the field. Real engagement means families are actively involved in their children’s learning—not just cheering from the sidelines. When families engage fully in their children's education, the conversations at home become more meaningful and enriching. Instead of asking, "Did you do your homework?" parents can ask open-ended questions like, "What was the most interesting thing you learned today?" or "Can you tell me about a project you’re working on?" This encourages children to share their thoughts and experiences.

Parents can also explore learning together by asking questions such as, "How did you solve that problem in math?" or "What do you think about the story we read last night?" They might say, "I’d love to hear more about your science experiment—can you explain what you did?" or "What challenges did you face today, and how did you overcome them?" By framing questions in this way, parents invite their children to discuss their learning journeys and promote a sense of curiosity and collaborating.

Moving Beyond the Basics

Many schools still rely on traditional methods like parent-teacher interviews and information nights, where parents sit passively while being fed information. This is similar to watching a movie—you're there, but you’re not part of the action. Despite years of research emphasizing the importance of two-way communication and collaboration, we often revert to these one-off meetings, which feel more like formalities than genuine connections. Unfortunately, parents often leave these events feeling more like spectators than partners in their children’s education. By the time the next parent-teacher night comes around, they think, "I went last time and heard the same thing. I don’t need to go again," leading to lower attendance.

But don’t worry—there’s a way forward, and I have some practical suggestions for everyone involved—system leaders, school staff, parents, and families alike. The first step is understanding the difference between family involvement and true family engagement. Everyone needs to hear this, from politicians to educators and community members. Real engagement is about collaboration, not just observation. We must all commit to this shift!

Effective family engagement has a proven, positive impact on student learning and school performance—research has shown this for over fifty years! The real question is: Who needs to act on this knowledge? The answer is everyone! It’s time for all of us—politicians, education leaders, system support staff, school reviewers, principals, teachers, families, and the wider community—to step up and make it happen!

Working Together for Change

Collaboration with families isn’t just a nice idea; it’s essential for effective family engagement. Unfortunately, many leaders and teachers still do things to families instead of working with them. Here’s how we can shift from a top-down approach to genuine partnership:

1. System Leaders: Instead of imposing a “new vision for learning,” involve families and schools in co designing initiatives from the beginning. Their voices should shape the vision together.
2. Schools: Embrace a holistic approach to family engagement by prioritizing communication and collaboration. Actively seek input from families to create strategies that resonate with their unique experiences. Implement flexible engagement models like virtual workshops and continuous feedback to meet diverse family needs. Creating an environment where families feel valued fosters genuine partnerships that enhance student learning. This proactive approach transforms families from passive observers to active participants, ensuring that every child has the support they need to succeed academically and socially.
3. Principals: Focus on asking great questions rather than making statements. Elevate the voices of families and listen to their insights. Host regular forums where families can contribute to decisions about school direction, fostering ownership and trust within the school community.
4. Teachers: Many teachers already engage families well, but there’s always room for growth. Facilitate three-way conversations involving the teacher, student, and family to collaborate on the child’s goals. Create at-home learning activities that spark meaningful discussions, such as family science projects or reading challenges. Learning walks can also allow families to see their children’s learning firsthand, enriching conversations about educational experiences.

By working with families rather than doing things to them, we can move from simply informing to truly collaborating—unlocking the full potential of family-school partnerships. Together, we can create a vibrant educational environment where everyone thrives!

"Different not More" a change in mindset

Schools are already heavily over loaded with expectations from every angle, their is little time for anything other than that which makes a significant difference to children's learning : Family & Community Engagement is a highly influencing factor

Schools don’t need to reinvent the wheel when it comes to family engagement—they already have plenty of activities in place where families are involved. But instead of just rolling out the same events year after year, we can take a fresh approach by re-imagining these moments so that they genuinely engage families in their children's learning. This is what we call the "Different, Not More" approach. It’s not about adding more to an already busy schedule—it’s about making the existing events really count.

Think about it: every school has regular events that families flock to—Meet the Teacher, Mother's Day, Father's Day, Book Week celebrations, Grandparents' Day, concerts, sports days, you name it. These events are already well-attended by parents, grandparents, and families, but they’re often passive occasions. Families are spectators rather than active participants in their children are learning. What if we could turn these events into powerful family engagement opportunities?The great news is, this doesn’t require a ton of extra effort—it’s a simple shift in how we approach these events. By applying a “Different, Not More” lens, we can easily transform these gatherings. Here are some key questions to guide this re-imagining process:

• How can we make the activity interactive? Shift the focus from watching to doing, where families are active participants.
• Is learning at the centre of the event? Whether it’s a book week or sports day, tie the event back to student learning.
• How can we involve children and parents together? Create opportunities for children and their families to collaborate during the event.
• Is the family voice being heard? Structure activities to balance the talking and listening. Encourage more input and ideas from families, while the school takes a supportive, guiding role.
• Are we posing questions rather than making statements? Instead of a lecture-style event, ask questions that spark curiosity and conversation.
• Is the event conversational, not didactic? Focus on creating an informal, dialogue-driven experience.
• Can families initiate or have a role in the event? Give families ownership of the event by inviting them to contribute ideas or plan activities.
• What role do children play? Are they actively participating, or are they on the sidelines? Ensure children are at the centre, working alongside their families.
• Whose needs are being met—the school's or the families'? Make sure the event meets the needs of both, with a stronger focus on what benefits families and their role in learning

Exert from my book/ manual