ABSTRACT
Research shows that more important to achievement at school than parents' social class or their feelings about how they did at school is how they routinely, spontaneously and thoughtfully support and guide their children at home. This chapter suggests that an essential component in effective social and welfare provision is trying systematically to see things from the viewpoints of those teachers serve. It looks at ways in which the school can promote positive home-school links. Studies give examples of how parents' commitment to their children's wellbeing and development contributes to their progress at school: giving their children security, intellectual stimulation and a positive self-concept; contacting teachers and finding out about their children's school; visiting school to celebrate their children's achievements and discuss issues and concerns; and participating in consultations and decisions about the running of the school. Teachers' aim can be to work with parents' best intentions in encouraging, guiding and supporting their children.
