Abstract
Home-school partnerships make significant contributions to the academic outcomes of students in areas such as attendance, achievement, and graduation, regardless of their geographical locations and background characteristics. However, efforts of homes and schools to work together are often fraught with barriers. This poster presentation draws on qualitative data extracts, from a larger PhD study which examines home-school partnerships in deprived rural areas in Nigeria, in advancing knowledge on the challenges encountered by teachers and parents of at-risk children in working together to support the students. Interview data from the accounts of parents and teachers show that tensions and challenges experienced by the sampled schools and homes emanate from the students themselves, their homes, schools, and the community. These challenges include students’ negative attitude towards school, parental poverty, disciplinary practices in schools and community violence. Because the study aims to develop a framework of parental involvement, particularly for schools operating in disadvantaged contexts, it is premised that understanding the unique challenges of partnerships in rural contexts are important steps towards advancing practical solutions on how parents and homes can work together to support students at risk of educational disengagement.
Author Information
Innocent Anazia, Ulster University, United Kingdom
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