A Five-Year Follow-Up: Teachers’ Perceptions of the Benefits of Home Visits for Early Elementary Children

Abstract

The purpose of this study was to replicate previous research about teachers' perceived benefits of home visits to determine if they remained stable. Furthermore, the investigation sought to find out whether home visits impacted variables often associated with improved school success (i.e., school attendance, academic performance, parent engagement). Participants were 29 kindergarten through second grade teachers in a rural, Midwestern school district who conducted home visits at the beginning of the school year. Seventeen of the teachers participated in the earlier study. Revised surveys were completed. Results are consistent with those of the previous study. Specifically, teachers reported these positive effects: beneficial relationships and better communication with parents, more appreciation of the influence of the child's home environment related to school performance, and a better understanding the child's behavior in school. In addition, teachers identified a connection between the home visits and variables related to school success. Thus, teachers' perceptions reinforced the importance of conducting home visits.

Addressing reciprocity between families and schools: Why these bridges are instrumental for students’ academic success

“…As families develop trust and build rapport with teachers, they gain support in their home environments resulting in a more active role in their children’s classroom and school experience. Moreover, a five-year follow-up of the original study conducted by Meyer, Mann, and Becker (2011) echoed similar consistent findings of the positive effects of home visits. Seventeen of the 29 teachers who participated in the second study were in the original study and overall findings suggested a relationship between home visits to student attendance, classroom behavior, and academic performance.…”

Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students

“…Home visits simply make the families a much more active participant in extracurricular interaction. Research by Meyer et al (2011) has shown that teachers engaging in home visits reported positive relationships and better communication with families, a greater appreciation of how the home environment affects a student’s academic performance, and a better understanding of a child’s behavior in school. Those are powerful resources for teachers that can help unlock and grow students’ potential.…”

“…Establishing a positive, open relationship with families can also help increase student attendance, boost family engagement within the school environment, and even support the use of effective differentiation practices in the classroom (Kronholz, 2016). Family–teacher relationships can also provide a better understanding of how to support students from at-risk environments in their classrooms (Meyer et al, 2011), which may help teachers develop cultural competence and empathy for students and also remove barriers to referral for gifted and talented services (Mun et al, 2020). As students progress, a strong home–school connection can help families who lack experience in higher education support their students in making informed decisions about college and career options (Seward & Gaesser, 2018).…”

Knock, knock, may I come in? An integrative perspective on professional development concerns for home visits conducted by teachers

“…The purpose of home visiting programs of the past is similar to modern goals: to meet the needs of children and their families (Schaffer et al, 2000; Thurman, 1997). While home visiting programs offer strength and support for both the children and their families, the fact remains that in order for positive outcomes and gains to be made, teachers must be adequately trained, prepared, and supported in this task (Bailey, 2001; Myer et al, 2011).…”