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Teachers’ and school managers’ skills to collaborate with pupils’ parents has been identified as one of the priorities that EU Member States should promote both in initial teacher training, as well as in teacher’s ongoing professional support, in order to achieve high quality of teaching[1] This has been supported by decades of research showing that parental engagement is a powerful lever for improving pupils’ cognitive and social development, as well as their learning outcomes[2].

Teachers, as key-agents, will need to develop positive attitudes and particular skills in order to invite, motivate, support parents and collaborate with them and to deal with the barriers. This process will enable teachers to be familiarized with the empirical knowledge about parents’ engagement, and to directly apply this knowledge base in real-life situations in selected pilot schools around Europe.

[1] Howland, A., Anderson, J. A., Smiley, A. D., & Abbott, D. J. (2006). School liaisons: Bridging the gap between home and school. The School Community Journal, 16(2), 47-68.
[2] Conclusions of the Council and of the Representatives of the Governments of the EU Member States, meeting within the Council of 15 November 2007, on improving the quality of teacher training- Official Journal of the European Union, 12.12.2007, http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2007:300:0006:0009:EN:PDF).