The meaningful involvement of parents, carers and other family members is essential for developing and maintaining safe and supportive learning environments.
Positive teacher-parent and family relationships are built through regular formal and informal activities, some of which can focus specifically on safety, wellbeing and bullying.
Effective family and community partnerships is one of the five elements of the Australian Student Wellbeing Framework. The principle being that 'Families and communities collaborate as partners with the school to support student learning, safety and wellbeing'.
This page is based directly on content from the Australian Student Wellbeing Framework (PDF, 2.7MB).
- Proactively build collaborative relationships with families and communities to create a shared understanding of how to support student learning, safety and wellbeing
- Develop strategies to sustain culturally respectful partnerships with families and communities that are welcoming and inclusive
- Build partnerships with Aboriginal and Torres Strait Islander families and community organisations to ensure a culturally safe environment and a two-way reciprocal exchange of knowledge on wellbeing issues
- Build links with community organisations, services and agencies to assist schools in the early identification of need and to collaboratively plan targeted support for all students and families, including those from vulnerable groups
- Regularly monitor and review school capacity to respond to specific instances of student and family need to protect their safety and wellbeing within the context of the school’s urban, regional, rural or remote location
Opportunities to involve parents and families in a meaningful way are also embedded across other elements of the Australian Student Wellbeing Framework:
- Respect the diversity of the school community and implement proactive strategies in order to build a cohesive and culturally safe school (INCLUSION)
- Foster and maintain positive, caring and respectful student–peer, student–teacher, teacher–parent and teacher–teacher relations (INCLUSION)
- Actively seek the involvement of school staff, students and families in the promotion and recognition of positive behaviour (SUPPORT)
- Implement a whole school systemic approach to wellbeing and positive behaviour with tiers of support to meet the diverse needs of staff, students and families (SUPPORT).