New Research Reveals Critical Shortcomings in Teacher Training on Parental Engagement in England
A groundbreaking study published in the esteemed journal Educational Review has unveiled alarming gaps in the training that over half of England’s primary and secondary school teachers receive regarding parental engagement. The research, led by prominent academics from the University of Warwick and University College London (UCL), highlights a systemic failure in pre-qualification teacher education to adequately prepare educators to build effective partnerships with parents and guardians, thereby impeding efforts to enhance children’s learning outcomes both at home and in school settings.
The large-scale survey, encompassing more than 1,700 qualified teachers across the country, provides the first comprehensive national snapshot of teachers’ knowledge, skills, and confidence related to fostering parental involvement in education. Despite longstanding evidence firmly establishing the positive impact of parental engagement on student achievement, behavior, attendance, and motivation, the findings expose a widespread deficiency in teachers’ formal training on this critical aspect of their professional responsibilities.
Key to understanding this shortfall is the study’s revelation that fewer than 30 percent of teachers reported receiving any foundational instruction during their initial teacher education (ITE) regarding what parental engagement entails or why it matters. Even more concerning, a mere 13 percent had learned about which forms of parental involvement are most effective. Coverage of sensitive contextual factors such as socioeconomic disadvantage, linguistic diversity, cultural variation, and prior negative school experiences was notably scarce, with less than 7 percent indicating exposure to these topics in their coursework.
This glaring omission in teacher preparation undermines efforts to support families facing complex barriers to participation in their children’s education. The research further illuminates teachers’ self-reported confidence levels, which are predictably lower when engaging parents who speak different languages, have had unsatisfactory previous interactions with schools, or encounter economic hardship. Such disparities emphasize a critical need for tailored training to equip educators with culturally responsive communication strategies and practical tools to identify and dismantle obstacles to involvement.
The study additionally identifies experiential factors correlated with stronger parental engagement competencies. Seasoned teachers, those occupying leadership roles, and educators who are parents themselves tend to report greater confidence in collaborating with families. Primary school teachers generally outperform their secondary counterparts in this regard, likely reflecting the smaller class sizes and more frequent direct contact with parents at the elementary level, which provide natural opportunities to nurture these skills.
Despite the manifold challenges, the paper’s authors underscore the transformative power of effective parental engagement in amplifying children’s academic success, suggesting that in some cases, parental involvement may exert a more decisive influence on pupil outcomes than socioeconomic status alone. Consequently, they argue that policy frameworks and teacher education curricula must urgently prioritize comprehensive training on how to engage all parents meaningfully, extending well beyond traditional school-based activities.
The research team advocates for a paradigm shift that encourages educators to embrace a broader vision of parental engagement, encompassing partnerships that transcend homework or attendance at school events, emphasizing instead active facilitation of learning outside the classroom. This aligns with contemporary pedagogical models which recognize that fostering a home environment supportive of education is vital for cultivating sustained student motivation and achievement.
Methodologically, the study relied on an anonymous online survey distributed to schools throughout England between June 2023 and March 2024, thus offering a representative cross-section of teacher experiences and perspectives. The instrument captured data not only on exposure to various parental engagement topics during training but also solicited qualitative definitions and examples of strong parental involvement practices. Teachers additionally rated their proficiency in engaging parents who encounter language barriers, socioeconomic hardship, or have experienced prior negative schooling, enabling nuanced analysis of confidence differentials.
In light of these findings, the researchers call for further inquiry into how factors such as workload, job role, and institutional context influence teachers’ parental engagement skills. They emphasize the necessity of developing validated measurement tools to rigorously assess these competencies and facilitate the evaluation of training interventions in future large-scale studies. Such evidence-based approaches are critical to crafting targeted professional development programs that enable all educators to develop the knowledge and practical expertise needed in this domain.
Experts leading the study, including lead author Cat Jones, an ESRC-funded doctoral researcher and experienced primary school teacher, emphasize that meaningful parental engagement cannot be an afterthought. Rather, it demands deliberate investment of both time and resources within teacher education frameworks and ongoing professional learning. Only through addressing these critical training gaps can schools hope to unlock the full potential of familial partnerships in supporting children’s learning trajectories.
This novel research illuminates an urgent aspect of educational quality improvement imperatives within England and beyond. As new generations of teachers prepare to enter the workforce, embedding robust parental engagement instruction within their initial and continuing professional development represents a strategic priority. Such efforts could foster more inclusive, effective, and collaborative educational ecosystems whereby schools and families jointly nurture children’s cognitive, social, and emotional growth.
In sum, the study serves as both a wake-up call and roadmap for policymakers, education providers, and researchers. It stresses that sustainable student success is contingent upon equipping educators not only with pedagogical expertise but also with the interpersonal and intercultural skills necessary to engage all families positively and proactively. Enhancing teacher training to meet these demands promises to bolster academic achievement, reduce inequalities, and strengthen the social fabric surrounding children’s education.
Subject of Research: People
Article Title: Do teachers have the knowledge and skills to facilitate effective parental engagement? Findings from a national survey in England
News Publication Date: 17-Jun-2025
Web References: https://www.tandfonline.com/doi/full/10.1080/00131911.2025.2506802
References: Not specified in detail beyond the published study
Image Credits: Not provided
Keywords: Parental engagement, teacher training, initial teacher education, educational outcomes, family-school partnerships, teacher confidence, educational policy, socioeconomic barriers, primary education, secondary education
