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Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis

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Abstract

Healthy relationships between parents and teachers are essential to addressing children’s emotional and behavioral concerns. The current meta-analysis examined the effects of family–school engagement interventions on parent–teacher relationships. Twenty-three group-design studies yielding 58 effects comprised the current sample. Random effect models were estimated to calculate pooled effect size estimates, and mixed effect models were conducted for moderation analyses. Overall, results revealed that family–school engagement interventions had a small, but significant effect on parent–teacher relationships (δ = 0.23, SE = 0.09, p < 0.05). This finding was consistent across mesosystemic characteristics of parent–teacher relationships including joining (δ = 0.25, SE = 0.09, p < 0.05) and parent–teacher communication (δ = 0.34, SE = 0.10, p < 0.01). However, no significant results were revealed for relational prerequisites (δ = 0.05, SE = 0.12, p = 0.67). Interventions were found to be significantly moderated by child behavior concerns (i.e., effects were higher for families of students with externalizing concerns) and community type (i.e., effects were more pronounced in rural areas). Results were not significantly moderated by child/family race or child age, indicating that interventions positively impacted parent–teacher relationships regardless of child/family race and child age. These findings demonstrate the benefits of family–school engagement interventions in promoting parent–teacher relationships and have key implications for school personnel.

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Funding

This research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant R305A120144 awarded to the University of Nebraska (PI: fourth author). The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.

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Authors and Affiliations

  1. Department of Educational, School and Counseling Psychology, Missouri Prevention Science Institute, University of Missouri, Columbia, MO, 65211, USA

    Tyler E. Smith, Shannon R. Holmes & Monica E. Romero

  2. Department of Educational Psychology, Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln, NE, 68588, USA

    Susan M. Sheridan

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  1. Tyler E. Smith
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  2. Shannon R. Holmes
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  3. Monica E. Romero
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  4. Susan M. Sheridan
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Correspondence to Tyler E. Smith.

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Smith, T.E., Holmes, S.R., Romero, M.E. et al. Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis. School Mental Health 14, 278–293 (2022). https://doi.org/10.1007/s12310-022-09510-9

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