The Family-School Engagement and Its Implications on Student Performance in Basic Education

Abstract

This study aims to discuss how the family-school involvement is established with a view to promoting this relation and students’ academic performance. In this work, we analyzed how parents and teachers from four public schools in the city of Gravataí/RS perceive themselves and each other in relation to their school involvement and shared routine, and how this relation can favor the students’ academic success in Elementary School I. Thus, a comparative observational study of a quantitative and cross-sectional nature was carried out with 101 family members and 12 teachers of students in a situation of academic success. The results highlighted significant differences in some domains, showing a more positive assessment by teachers regarding their commitment to this relation. They suggest, specifically in the guidance and information domains, that the parents and teachers’ attitude when guiding, supervising and assisting each other in their roles and the student can lead to better academic performance.