Collaborer : un jeu d’enfant? : regards des parents de familles vulnérables sur les relations famille-école
Parents in vulnerable families encounter both personal and social problems that further complicate their ability for effective parenting; this, leading to incidences that may affect their child’s development (Léveillé, Chamberland et Tremblay-Renaud, 2007). Therefore, there may be an increase of school-based and social interventions seen within these families. It is strongly recommended that parents be encouraged to actively participate in available programs as well as academic and social intervention strategies (MSSS, 2003). Participating in these programs can be quite challenging for these parents. The objective of this research is to develop a better understanding of the parents’ point of view with regards to the professionals who participate in the decision making process for their child’s academic development as well as their own place in the decisions making process. In order to meet this objective, a sub sample of 19 parents was used to evaluate the AIDES initiative. Semi-structured telephone interviews were conducted with the participants. An analysis of the results identified three dimensions that are influencing the parents’ level of satisfaction: the parents’ position within the decisions making process, the quality of the relationship with the professionals and whether the needs of their child are met. An exploration of ways to encourage parental participation in school-based decision making and improve the ability to meet the need of these children living in vulnerable families is presented.
Participation parentale Implication parentale Home-school relationship Parental involvement School, family, and community partnerships  Educational success Vulnerable families  home-school relationship parental involvement school, family, and community partnerships educational success vulnerable families