Create a welcoming environment where parents and whānau can openly discuss concerns
Suggestion for implementing the strategy ‘Supporting reciprocal relationships with parents and whānau’
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Listen to parents
Listen to parents
- Be open and welcoming to parents and their children.
- Create opportunities and time for parents and whānau to talk to teachers about their children’s learning and well-being.
- Have interpreters available to support parents and overcome language barriers.
- Identify appropriate staff as key contact people for specific groups of parents.
Source: Partners in learning: Parents' voices (ERO, 2008) (opens in a new tab/window)
Demonstrate care of students
Demonstrate care of students
Manaakitanga, or care for students’ well-being and learning, provides a common purpose and bond with parents and whānau.
Care can be demonstrated through making the time and effort to build positive relationships with students, their whānau, and their communities of support.
It is a mark of respect and an indication that everyone’s contribution is valued.
Connect with families
Connect with families
Making connections between what the student does at home, and with their family, supports and extends learning.
Value and act on parent concerns
Value and act on parent concerns
We thought something was wrong for a long time but we couldn’t put our finger on it. We mentioned our concerns to the school but, because our child was coping, the school didn’t see any reason to suspect any issues. It made us feel powerless. We felt like we were sticking our noses in, and we very nearly gave up. We wanted our child to reach their potential, not battle and hide their difficulties.
Parent feedback from the Kip McGrath Education Centre
Source: Dyslexia Foundation of New Zealand
Identify barriers
Identify barriers
Consider potential barriers to families sharing concerns.
- Unsure who is the right person to talk to.
- Experiences of their concerns being dismissed in the past.
- Language and cultural barriers.
- Experience the perception that their child is seen as a problem.
- Teachers using language that implies a deficit view of diversity and disability.
- Inflexible school or class processes and protocols.
- Teachers being unavailable or setting aside too short a time for discussion.
- A lack of flexible options for communication.
- No processes for timely responses.
Useful resources
Useful resources
Special education needs
This site provides practical information about education for families and whānau of children with special education needs. It describes the New Zealand education system and Ministry of Education services.
Inclusive education: Resources
Videos and resources from Alberta Education relating to inclusive education.
Publisher: Government of Alberta
Next steps
More suggestions for implementing the strategy “Support reciprocal relationships”:
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Current page Create a welcoming environment
Return to the guide “Partnering with parents, whānau, and communities ”
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How to use this site
Guide to Index of the guide: Parents, whānau, and communities
Strategies for action:
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Model a commitment to inclusionShow suggestions for Model a commitment to inclusion
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Support reciprocal relationshipsShow suggestions for Support reciprocal relationships
- Create a welcoming environment
- Provide options for communicating and collaborating
- Utilise digital technologies
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Partner with whānauShow suggestions for Partner with whānau
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Build community networksShow suggestions for Build community networks
