Parents of immigrant pupils are less likely to be involved in the school community than the parents of native pupils (OECD 2018). This happens even though parental involvement usually increases children’s well-being (lowering anxiety and boosting motivation) and helps them reach a baseline academic proficiency. The lack of involvement is often due to language barriers, socio-economic disadvantage, or deficient knowledge of the host country’s school system.

Positive effects

Schools can help pupils and their families gain a sense of belonging in the new country and can play a crucial part in the settling process. Parental participation may also close the gap between family and cultural values at home and at school. It can help to diffuse any intergenerational conflicts between children and their parents, strengthening the sense of family unity.

Moreover, parents’ support for homework can be especially beneficial for disadvantaged pupils both academically and behaviourally.

Reaching refugee families

There are different approaches for reaching newly arrived parents. In France, a national programme aims to integrate migrant/refugee parents by helping them overcome linguistic barriers and teaching them about the educational system.

An analysis by the Parents Engage project of 27 innovative practices showed that enhancement of parenting and improvement of school-home communication and collaboration are the most pursued activities. They help address conflicts and racist incidents and promote the decision-making potential of migrant/refugee parents.

The IntegratED project has prepared guidelines for a school policy for migrant/refugee parental involvement based on Epstein’s six categories.

The META project in Czechia helps displaced Ukrainian families navigate their children's new educational system by providing information meetings and directing them towards a website with instructions on pupil enrolment.