Communication and Collaboration between School and Family for Addressing Bullying

Abstract

School and family are the main socializing agents for children. Therefore, effective communication and collaboration between these contexts is essential, although sometimes there are barriers to school-family partnership, particularly when they try to play a more active role in the educational process. It is widely recognized that parent involvement in school has successful contributions to student school outcomes. Moreover, It is crucial for addressing effectively bullying, as it is a problem student behaviour in Greek society as well.In this context, the present research aims to explore teachers' views about family-school communication and collaboration regarding the extent to which they address effectively bullying. 150 primary education teachers from public schools in Rhodes participated in this research, which conducted in 2015. Results show that teachers endorse the importance of school-family collaboration for addressing bullying. In addition, they consider this collaboration important, as it has an important influence on children's attitudes to school, and their behaviour in school environment. Furthermore, they suggest that school-family collaboration may improve students' social skills, which can enhance their emotional development and reduce their social isolation from the peer group. Finally, they assert that school-family collaboration can empower children's relationship with their parents and teachers, and in the long term it can contribute in enhancing their school achievement.

Preservice preschool teachers’ perspectives on the psychological well-being of preschoolers

“…All the aforementioned factors are associated with the promotion of students' psychological resilience (Nikolaou & Markogiannakis, 2017;Nikolaou, 2021;Nikolaou et al, 2021). It is also noted that collaborative partnerships with parents are crucial to well-being and psychosocial adaptation (Stamatis & Nikolaou, 2016;Stamatis & Nikolaou, 2018;Stamatis & Nikolaou, 2020). A school culture which nurtures the feeling of relatedness and school connectedness will empower students.…”

Preschool Educators’ Views on Supporting Children With Mental Health Issues in Early Childhood Education

“…Moreover, they contended that the implementation of socio-emotional programs by teachers in cooperation with mental health professionals, as well as the implementation of mental health prevention programs aiming at all children by mental health specialists are effective strategies. In addition, the collaboration between school and family is vital to addressing the needs of students (Stamatis & Nikolaou, 2016). Finally, teachers' role in mental health promotion is highlighted and is vital to students' adaptation to school Stamatis & Nikolaou, 2020).…”

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group

“…In the education community, training and prevention actions must be implemented to involve families and all community members [39]. A number of authors have carried out multiple studies based on the effect of intervention programmes to reduce bullying prevalence with students [40,41], with students and teachers [42,43], and with family intervention [39,44,45]. Nevertheless, very few studies have focused on improving the cohesion levels of students through the promotion of language proficiency.…”