ABSTRACT
Narratives of the family–school partnership are recounted from the perspective of a school leader and an ex parent at Oakdale Secondary School (OSS). Their stories feed into the meta narrative of how communication leads to the development of trust as a major factor in the ability of the school community to form and maintain a family–school partnership. They demonstrate that school-initiated communication usually occurs when there is a problem with the student, rather than when there is a cause for celebration. It also makes apparent the importance of not making assumptions about what parents and students know and understand. An alternative family structure and how this works to keep the partnership with the school active and beneficial to the family unit is discussed.
