While parents are typically involved in the schooling of their children during primary education, this relationship weakens as they enter lower secondary education, related to increasing independence, greater distance of school to home, and the multiplicity of teachers that is typical for secondary education. It can be particularly challenging for parents in socio economically disadvantaged situations or with a migrant background to support their children during this phase, related to linguistic, financial, and logistic reasons. A lack of understanding of how schools function can further distance parents from their children’s education. In France, teachers in lower secondary schools (collège) observe that the weaker involvement of parents contributes to discipline problems, disengagement, absenteeism, and lower learning outcomes.
Parents’ Briefcase – France
Abstract
In 2008, the school district of Créteil, a Parisian suburb categorised as a Priority Education Zone for its socio‑economically disadvantaged student population, developed a Parents’ Briefcase (La Mallette des parents). The programme aims to improve communication between parents and schools as students transition to collège. It provides parents with the opportunity to participate in three facilitated discussions on how to successfully navigate their child’s transition from primary school to collège. The meetings are facilitated by the school principal and aim to explain how parents can be more involved in their children’s education and encourage them to succeed. The main messages communicated in the meetings include: all parents can help their children; the importance of homework for success; how parents can be involved in their children’s homework; and children need to feel that their parents understand how their school functions. The programme also includes an online platform that provides guidance for school leaders and teachers to develop co‑operation with parents so that they are better able to support their children at school.
A randomised evaluation covering 183 classes across 34 collèges found that the programme is associated with reduced rates of absenteeism and behavioural problems, and improved school performance. Among the students in classes that participated in the programme, absenteeism fell by 12.7%, and by 25.3% among students whose parents also attended meetings. Students were also less likely to experience punishments for disciplinary problems at school – 20.9% less for all students in participating classes and 41.8% less for students whose parents also engaged in the programme. The positive impact endured over the long term – 18 months after the programme had finished, students with parents who had participated in meetings scored 3.2% higher in French tests compared to students in classes that had not taken part.
The running costs of the programme are relatively modest and potentially much lower than other costly interventions such as reducing class size or providing additional teacher training. After some initial start-up costs for designing guidelines to run the parent-school meetings, the additional cost of extending the programme is estimated to be approximately EUR 1 000 per school per year (at the time of the evaluation). Based on the success of the initial programme in Créteil, it was expanded to 1 300 schools in priority education areas across France. The tools and guidelines developed as part of the programme are now freely available on the Ministry of Education website, with adapted resources for parents and for educators.
Further reading
[1] Avvisati, F. et al. (2010), “Quels effets attendre d’une politique d’implication des parents d’élèves dans les collèges ? Les enseignements d’une expérimentation contrôlée”, Rapport pour le Haut Commissaire à la Jeunesse, https://www.povertyactionlab.org/sites/default/files/documents/La%20Malette%20des%20Parents.pdf.
[2] Erasmus+ (n.d.), Parents’ Briefcase - La Mallette des parents, https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail.cfm?n=24944.
[3] J-PAL The Abdul Latif Jameel Poverty Action Lab (2021), “Getting parents involved”, J-PAL Policy Briefcase, https://www.povertyactionlab.org/sites/default/files/publication/getting-parents-involved_7.21.21.pdf.
[4] Ministère de l’Éducation nationale et de la jeunesse (2020), La Mallette des parents, https://mallettedesparents.education.gouv.fr/professionnels/ID182/la-mallette-des-parents-mode-d-emploi.
This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.
© OECD 2024
Attribution 4.0 International (CC BY 4.0)
This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence (https://creativecommons.org/licenses/by/4.0/).
Attribution – you must cite the work.
Translations – you must cite the original work, identify changes to the original and add the following text: In the event of any discrepancy between the original work and the translation, only the text of original work should be considered valid.
Adaptations – you must cite the original work and add the following text: This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countries.
Third-party material – the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and for any claims of infringement.
You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.
Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shall be Paris (France). The number of arbitrators shall be one.
