How is it defined?
Communication entails the exchange of thoughts, ideas, attitudes, and emotions, and is critical to the development and maintenance of strong relationships (Adu-Oppong & Agyin-Birikorang, 2014; Lunenburg, 2010). Within the school setting, communication is an important part of partnerships between schools, families and communities, which can benefit students (Epstein et al., 2002). To strengthen communications with parents and caregivers, schools must evaluate the types, content, cadence and clarity of their current communication practices (Proff et al., 2025).
The Learning Bar’s Parent Survey is based on a framework developed by Joyce Epstein designed to foster positive relationships between school and community (Epstein et al., 2002). The survey covers parents’ perceptions of their children’s experiences at home and school, as well as the extent to which parents feel the school supports learning and positive behaviour and promotes a safe and inclusive environment.
Why is it important?
- Sound communication practices ensure that messages are accessible, meaningful and responsive to the diverse needs of all families within the school community (Graham-Clay, 2024).
- While written forms of communication provide a practical method to reach parents and caregivers, readability considerations can present a barrier to keeping families informed (Nagro, 2015).
- By implementing standardized communication protocols, including multilingual considerations and timely, consistent response times, schools can improve message clarity and reduce misunderstandings (Proff et al., 2025).
How do we measure it?
In OurSCHOOL, parents and caregivers respond to five items capturing the level and effectiveness of communications from the school. The results are reported as "the percentage of parents and caregivers who are satisfied with school communication".
References
Adu-Oppong, A. A., & Agyin-Birikorang, E. (2014). Communication in the workplace: Guidelines for improving effectiveness. Global Journal of Commerce & Management Perspective, 3(5), 208-213.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press.
Graham-Clay, S. (2024). Communicating with Parents 2.0: Strategies for Teachers. School Community Journal, 34(1), 9-60.
Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1-10.
Nagro, S. A. (2015). Prose checklist: Strategies for improving school-to-home written communication. Teaching Exceptional Children, 47(5), 256-263.
Proff, A., Musalam, R., & Matar, F. (2025). Lessons learned for leaders: Implications for parent-school communication in post-pandemic learning environments. Frontiers in Education, 10, 1496319. https://doi.org/10.3389/feduc.2025.1496319