Connection with community and families outside school can enrich learning and belonging for students. In this TeachSpace article we share useful tips on how to look outside your school for support and resources.
Engaging with the local community and families outside school brings education and real-world experience together. Understanding what community resources are available to educators is the first step to opening a world of sporting opportunities, language networks, disability groups and community organisations — all examples of pathways that can support kids and allow families to be better understood in the school setting.
Listen to the full discussion
This article is based on a discussion from the Let’s Talk Teaching podcast.
Accessing language support tools and cultural networks
Addressing language barriers is crucial for equitable communication with parents from diverse linguistic backgrounds but sometimes how to do this means looking to external resources for multicultural education aids, translation services or technology platforms.
“In my role at a language school, we work with refugees and migrants and I've learnt and developed my understanding of the importance of engaging the multicultural community within school and outside of school,” says Hayden Owens, a PE teacher at Noble Park English Language School in Victoria. “There's no point in us sending a permission form home in English. That's not informed consent.”
Instead, Hayden engages with multicultural education aids who are available in the community for most languages. If they’re unavailable, he suggests Language Loop as a great online platform to support teachers to connect with families in their language.
Aside from language, embracing cultural diversity within the school community enriches the learning experience for all students. By inviting parents to share their cultural practices and traditions, schools can create an inclusive environment that celebrates diversity and fosters mutual respect.
Case study from a Victorian primary school:
“Just before Ramadan, two parents came to a staff meeting and they said, ‘We know our children are going to be fasting this Ramadan. There may be other children in the school. We're here to answer any questions you might have about Ramadan, anything you're not sure about including what the kids can and can't do, the history behind it, just so you're aware of our culture and what the children are practising at school.’
It's not just us going to the parents and telling the parents what's happening but the parents coming into the school and informing us.” — Caitriona Dempsey, primary school teacher in Victoria
“There's no point in us sending a permission form home in English. That's not informed consent.”
Building relationships with parents
Creating a welcoming environment for parents is essential for trust and open communication. Simple gestures such as greeting parents during drop-off and pickup can pave the way for meaningful connections, enabling educators to gain insights into students' home lives and cultural backgrounds.
“Beginning of the day, end of the day, you see parents around and you chat to them, you say hi to them and you talk about their kids and how their life's going. You build those relationships quite early on,” says Caitriona Dempsey, a primary school teacher in Victoria.
Caitriona’s Tip: Send home handwritten or pre-printed notes that tell parents and carers their child did well at school. Perhaps it was schoolwork, perhaps they helped someone. Say: “I'm proud of your child. You should be too."
“Beginning of the day, end of the day, you see parents around and you chat to them, you say hi to them and you talk about their kids and how their life's going. You build those relationships quite early on.”
Trauma support through activity and belonging
For students with trauma backgrounds, establishing partnerships with external organisations can be instrumental in providing the necessary support and resources. Counselling services, community clubs, and multicultural organisations — like the Centre for Multicultural Youth in Melbourne — play a vital role in helping students navigate challenges and foster a sense of belonging.
“Sporting organisations may run free sporting training sessions after school, which really does support students from refugee migrant backgrounds where the costs of signing up for a soccer club are in the thousands of dollars,” says Hayden “Keeping the students engaged outside of school can impact their learning at school.”
“Keeping the students engaged outside of school can impact their learning at school.”
Take care of your partnerships
Deeply think about how you can use external organisations and advocate to your leadership to try and work with as many organisations as you can. Once you have established positive partnerships, work on keeping them so approaches can be improved and embedded over time.
“With a good partnership, it's an ongoing relationship we build. We work out each year how we're going to improve … so it is sustainable,” says Professor Ruth Jeanes, Head of School for the School of Curriculum Teaching and Inclusive Education from the Faculty of Education at Monash University. “We need to support pre-service teachers to make effective partnerships and utilise those partnerships to support the young people they're with.”
By actively seeking feedback, adapting strategies, and fostering a culture of openness, schools can ensure partnerships remain meaningful and sustainable over time.
Ruth says: “It might be knowledge and information and culture that was not previously available and that students can really connect with to broaden the variety of knowledge available. Different perspectives help students tune into their learning experience and see themselves in different ways. It makes learning meaningful and makes students feel like they belong.”
“Different perspectives help students tune into their learning experience and see themselves in different ways. It makes learning meaningful and makes students feel like they belong.”
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