Working with parents and the community
The best education happens when parents and schools work together. Working together as partners is fundamental to maintaining positive student behaviour in schools. NSW public schools help to promote positive behaviour and support vulnerable students by building strong links with parents, carers and school communities.
Information about this resource
This resource addresses a need identified through the Student Behaviour Strategy to provide schools and teachers with supports and resources including creating guidelines and resources for schools to strengthen their ability to:
engage with parents and carers about behaviour
develop partnerships with parents with a focus on responsibilities for behaviour management.
This resource supports teacher and school needs by providing:
high quality resources to understand how to work collaboratively with parents and community members
strategies and a guide that support teachers to work with families and the community and prepare for difficult conversations.
All staff and school settings across NSW, regardless of size, context and geographic location.
This resource can be used without assistance as a stand-alone resource.
All students P-12.
When to use
This resource can be used by executive teams, school learning and support teams and individual teachers to provide guidance on working with families and the community and when preparing for difficult conversations with families.
Can be used at any time.
System priorities and/or needs
This resource aligns with:
the Premier’s Priorities to improve outcomes in literacy and numeracy and HSC attainment.
the New South Wales Department of Education’s strategic outcomes in wellbeing of an increased proportion of students reporting a sense of belonging, expectations for success and advocacy at school.
Learning domain – Wellbeing (caring for students, a planned approach to wellbeing, individual learning needs, behaviour)
Teaching domain – Effective classroom practice (classroom management).
Standards 3.7, 4.1, 4.3, 5.1, 7.3
Wellbeing framework for schools - enabling school environment
School Success Model – 3 – Types of support for schools.
Department of Education, Skills and Employment Family-School Partnerships Framework
Student Behaviour Policy
Student Behaviour Procedures Kindergarten to Year 12
Supported online learning courses particularly:
understanding and supporting behaviour
supporting student wellbeing and mental health.
Consulted with: Delivery Support teams, Aboriginal Partnerships and Outcomes, Communications and Engagement, and Inclusion and Wellbeing as part of the development of the behaviour support toolkit.
Reviewed by: Behaviour Services
Last updated: June 2022
Review date: December 2022
Amirault, C., Snyder, C. (2020). Finding your way through conflict: strategies for educators. Free Spirit Publishing.
Department of Education, Skills and Employment. (2020). Family-Schools Partnership Framework. Australian Government. https://www.dese.gov.au/supporting-family-school-community-partnerships-learning/family-school-partnerships/family-school-partnerships-framework
Bakken, Y., Carson, N., Ohm, M. (2019). The difficult conversation: facilitating students’ professional learning and development, Universal Journal of Educational Research, 7(3), 40-40.
Davidson, K., Case, M., (2018). Building trust, evaluating voices, and sharing power in family partnership, Phi Delta Kappan, 99(6), March, 49-53. https://doi.org/10.1177/0031721718762423
Hill, E, N., Witherspoon, D. P., Bartz, D. (2018). Parental involvement in education during middle school: perspectives of ethnically diverse parents, teachers and students, The Journal of Educational Research, 111(1), 12-27. https://doi.org/10.1080/00220671.2016.1190910
Molina, S. C. (2013). Family, school, community engagement, and partnerships: an area of continued inquiry and growth, Teaching Education, 24(2), 235-238. https://doi.org/10.1080/10476210.2013.786894
Miller, G. E., Lines, C., Sullivan, E., Hermantuz, K. (2012). Preparing educators to partner with families, Teaching Education, 24(2), 150-163. https://doi.org/10.1080/10476210.2013.786889.
Niemtus, Z. (2014). Strike a balance with challenging parents, TES Magazine, 5083, 40-41.
Sarra, C., Spillman, D., Jackson, C. (2020). High-expectations relationships: a foundation for enacting high expectations in all Australian schools, Australian Journal of Indigenous Education, 49(1). 32-45. http://dx.doi.org/10.1017/jie.2018.10.
Shamala, T., Agbenyega, J. S. (2022). Insider perspectives on catalysing the development and use of individualised education plans. International Journal of Inclusive Education, 26(2), 160-174. https://doi.org/10.1080/13603116.2019.1642401.
To provide feedback on this resource, please email firstname.lastname@example.org.