Effective parent-practitioner partnerships in children’s secondary education

Olena Gundarina, Peter Hartl, Gisela Oliveira, Shirley-Anne S. Paul , Education in the North

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This paper presents results from a qualitative case study project into effective strategies for fostering parent-practitioner partnerships in secondary education in England. It discusses the nature of a true ‘community partnership’ as a dialogic and productive partnership as opposed to a more common ‘information sharing partnership’. In doing so, the paper demonstrates that effective partnerships engage parents, teachers, school staff, but also students to develop a ‘three-way-partnership’ (parent-student-teacher), making the schools more welcoming places. Finally, the authors argue that schools should find out about and share the values that are important in their communities.

Original languageEnglish
Pages (from-to)82-89
Number of pages8
JournalEducation in the North
Issue number2
Publication statusPublished - 16 Jan 2020

Bibliographical note

This research was funded by a grant from the Leeds Social Sciences Institute Impact Acceleration Account, in association with the Economic and Social Research Council.
We gratefully acknowledge the three schools in England, their leaders, staff members and parents for sharing their knowledge and views, and their work in the area of parent-practitioner partnerships in secondary education. We also thank our colleague Dr Paula Clarke and our external partners: Ruth Lowe, Jane Moss-Blundell, and Jurdene Godsil for their contribution to the project development and dissemination.


  • parent-practitioner partnership
  • secondary education
  • parental engagement
  • parental involvement
  • community partnership


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