There is overwhelming evidence that home-school partnerships can improve the academic outcomes of students, including those at-risk of disengagement. Therefore, the aim of this study, which is a funded PhD project, is to explore home-school partnership as a possible mechanism for addressing school dropout among at-risk students aged 12-15 years in Delta state of Nigeria. This is against the backdrop of the alarming rate of school dropout in the country. To guide the study, Bronfenbrenner’s bioecological theory (Bronfenbrenner & Morris, 2006) underpins the theoretical framework of the study and Epstein typology of parental involvement is utilized as a conceptual framework to explore the practices characterising home-school partnerships in four rural schools in Delta State. A qualitative research technique was adopted involving interviews with parents and teachers and focus groups with students. Preliminary findings reveal limited engagement activities between homes of the students and their schools. Based on the findings, the study intends to develop a framework on home-school partnerships that can be utilized by disadvantaged schools to engage parents – the framework could be beneficial to other schools in similar contexts, especially in Africa.
Innocent Anazia, Ulster University, United Kingdom