Parent Volunteers in Schools

Parent volunteers in schools play a significant role in fostering student success and enhancing the educational experience. Research consistently shows that active parental involvement correlates with higher academic performance, improved behavior, and a more positive attitude towards school among students. While many may associate parental involvement primarily with academic support, such as assisting with homework, there are numerous opportunities for parents to engage through extracurricular activities and volunteering in school operations.

Despite these benefits, national statistics indicate that parental volunteerism in public schools is often below 50%, highlighting a potential area for growth. Various forms of parental involvement exist, including communication with teachers, attending school events, advocating for educational initiatives, and participating in decision-making roles. Schools face the challenge of effectively recruiting and retaining parent volunteers, often relying on direct engagement during school events. Creating a welcoming and appreciative atmosphere for volunteers is essential, as is providing meaningful tasks that align with their interests and skills.

Moreover, involving fathers in school activities has been shown to positively impact student engagement and success, indicating that parental involvement is not limited to mothers alone. By recognizing and harnessing the unique contributions of all parents, schools can create a more supportive and enriching educational environment for children.

Published in: 2021

By: Diorio, Gina L.

Subject Terms

Parent Volunteers in Schools

Abstract

Parental involvement is vital to student success. While excellent schools and high quality teachers unquestionably contribute to student achievement, both factors are enhanced and supported when parents participate in their children's schooling. While many think of parental involvement as primarily academic, such as homework assistance, extracurricular volunteer opportunities provide parents with additional ways to participate actively in their children's education and the community. Research indicates that while parental involvement is strong in many areas, there remains room for growth. The onus often falls upon the teachers or school administrators to encourage parental participation in school activities

Overview

According to the US Department of Education, parental involvement in students' education plays a key role in their academic success. Studies indicate that students whose parents actively participate in their education perform better than students whose parents remain uninvolved, and teacher-parent cooperation strengthens a child's overall educational experience (Parent Involvement, 2003).

Parental involvement is vital to student success. While excellent schools and high quality teachers unquestionably contribute to student achievement, both factors are enhanced and supported when parents participate in their children's schooling. While many think of parental involvement as primarily academic, such as homework assistance, extracurricular volunteer opportunities provide parents with additional ways to participate actively in their children's education and the community. Yet, even with the compelling evidence in favor of parental involvement, volunteerism among parents whose children attend public schools remained below the 50 percent mark as of 2012, with 42 percent of students having parents who volunteered or served on a school committee (National Center for Education Statistics, 2016).

Forms of Parental Involvement. Catherine Hickman (1999) notes that numerous studies provide evidence of the strong relationship between parental involvement and student academic success. She indicates that as much as two-thirds of the difference in children's academic achievement may be qualified as home related. However, not all forms of parental involvement are equal. To help clarify the discussion, Hickman identifies seven forms of parental involvement, based on the combined work of several educational researchers. These seven forms are:

Parents as communicators
Parents as activities supporter
Parents as learners
Parents as advocates
Parents as decision-makers
Parents as volunteers/professionals
Parents as home-teachers

In the communications role, parents interact with teachers and school administrators regarding the academic and social progress of their children. As activities supporters, parents attend school events and activities, showing support both for their children and for the school as a whole. Parent-learners may participate in parenting classes or other educational opportunities geared towards educating themselves regarding child development and parenting skills, among other things. Whereas advocacy among parents requires stepping into decision-making positions with regard to their children's education, decision-making involves participation or membership on school advisory committees, parent-teacher associations, or similar groups that play a role in school decision-making functions. As volunteers/professionals, parents may spend time in the classrooms as teachers' aides, either on a volunteer or on a paid basis, and parent home-teachers remain constantly involved in their children's education through home instruction, learning activities, or other home-based educational initiatives.

Rates of Parental Involvement. Just as the forms of parental involvement vary, so, too, do the rates of parental involvement. The National Center for Education Statistics reports that, as of 2012, 67 percent of students enrolled in grades kindergarten through twelve lived in households in which an adult checks to confirm that homework assignments have been accomplished (National Center for Education Statistics, 2016). While this number is encouraging, the percentages drop sharply when the criteria change from academic involvement via homework assistance to other participation via parent-teacher conferences, school meetings, or extracurricular volunteer activities. Among the same group, the percentage whose parents reported volunteer involvement or service on a school committee stood at 44 percent for those who selected their child's public school and 38 percent for those for whom their child's school had been assigned. The numbers were higher for parents whose children attended a private school, whether parochial or nonparochial, and the percentages equaled 69 and 65, respectively (National Center for Education Statistics, 2016).

The study also showed that parents who themselves had completed some level of higher education were more likely than those who had not to attend school meetings. The study showed that, of students whose parents had earned a bachelor's degree or attendeded graduate or professional school, 92 percent and 95 percent, respectively, had parents who attended their children's school meetings. Of students whose parents had completed high school or its equivalent, 82 percent had parents who attended a meeting, and among students whose parents had completed less than a high school education, 77 percent was the rate of meeting attendance (National Center for Education Statistics, 2016).

These numbers tell an interesting story about the state of parent educational volunteerism in America today. They indicate that, while parental involvement is strong in many areas, there remains room for growth. The onus often falls upon the teachers or school administrators to encourage parental participation in school activities. Unfortunately, this is an area that, according to John Wherry (2007), schools often overlook due to limited time and resources. Wherry notes that schools have become so focused on improving test scores and sustaining high quality educational programs that initiatives to establish parental involvement in school activities and events has often fallen by the wayside. Regrettably, the net effect of this threatens to be a decrease in the quality of the educational experiences of today's children. This is because parental involvement constitutes an irreplaceable pillar supporting the academic success and achievement of students.

Benefits of Parental Involvement. According to PTO Today, parental involvement in children's education yields multiple benefits, and among these are:

Higher grades and test scores
Improved social skills
More positive outlook towards school
Better behavior
Increased likelihood to continue education

Furthermore, the younger the students are at the onset of their parents' involvement, the greater the benefits they reap. Parental involvement produces noticeable positive results at all levels of a child's education ("Involvement Matters," n.d.).

Applications

Given the documented benefits of parental involvement, schools are still faced with the challenges of how best to solicit parental enthusiasm for volunteer activities, how to involve parents who offer to volunteer, and how to retain parent volunteers once they are secured.

Recruiting Parent Volunteers. Many educators capitalize on occasions when parents are already gathered together and their attention is guaranteed, as at a parent-teacher organization or parent-teacher association meeting. Aggressive recruitment can be as simple as directly connecting with parents at open houses or other school events. Having volunteer literature in plain view may be effective to some degree, but actively placing it into a parent's hands increases the likelihood that the parent will take notice and respond. Connecting with parents, gaining their attention, even if for a brief moment, and asking them directly to volunteer their time or talents is a proven method of securing parental involvement ("Three Ways to Recruit," 1995).

Volunteer Activities. Once parents have agreed to volunteer and the time comes to put them to work, however, teachers often find that they are faced with an entirely new dilemma regarding parental visitation in class. As Wurst (2005) notes, "Having a parent visit your classroom can sometimes be unsettling…. A teacher would need tremendous self-confidence not to be affected by the unwavering gaze of a parent sitting at the back of his or her classroom" , (p. 48). The same holds true for parent volunteers. Without meaningful tasks to occupy their time, parent volunteers can easily turn into parent visitors, negating much of the purpose for their volunteerism. It is the teacher's responsibility to ensure that this does not happen.

Teachers, therefore, must determine what tasks or projects to assign to parent volunteers. Traditionally, however, perceptions of parental involvement have been largely limited to bake-sales, car washes, magazine drives, and other fundraising endeavors. Troisi (1998) seeks to break through these limitations by offering 105 ideas for activities parent volunteers can do outside of fundraising. Written specifically on the topic of parental involvement in library programs, Troisi's recommendations are equally applicable to any number of school academic or extracurricular activities. At the heart of her thesis is to assign parents projects that are in keeping with their specific interests and talents.

Troisi separates her suggestions into nine categories of activity: computers, audiovisuals, reading program, students, special needs, clerical, arts and crafts, parent representation, and community.

Computer activities may range from tasks as simple as changing ink or printer cartridges and performing Internet research to more complex projects of designing and updating websites and helping students and teachers troubleshoot hardware problems.
Parents assigned to audiovisual volunteer tasks might serve as unofficial videographers for school arts or sporting events, or they may assist students in performing research using microfilm and microfiche readers.
Reading programs provide parent volunteers with the opportunity to combine academic involvement with extracurricular involvement. Parents may host an after-school reading club or support students in a "read-a-thon."
If one-on-one student interaction is where a parent's interest and talents lie, parent volunteers may be assigned to student-oriented tasks, such as editing academic assignments, chaperoning school field trips, or serving as organizers of parent hallway patrols.
As special needs students often require dedicated and personalized attention, Troisi recommends having parents tutor or otherwise assist learning disabled or visually impaired children.
The never-ending supply of clerical tasks also provides fertile ground for putting parents to work, and they may enjoy organizing non-confidential office documents, assembling bookshelves, or even shopping for classroom materials.
Arts and crafts offers a hands-on, interactive way for parents to take part in their children's education, and artistically-gifted parents can help with classroom projects, design wall displays, or even participate in parent/teacher-led puppet shows for children.
For the more serious-minded parents, parent representation opportunities allow parent volunteers to act on behalf of other school parents by serving on curriculum committees, contributing to the formation of school policy, or organizing parent orientation programs for parents of incoming or transitioning students.
Finally, community volunteer opportunities are well suited to those parents with a talent for or interest in public relations. Community parent volunteers may write letters to the editor in support of school programs, submit school event photographs to the local newspaper, or even organize voter registration drives to increase interest and participation in school board elections.

The opportunities for parental involvement are as varied and numerous as the number of parents, and with planning and creativity, every parent-volunteer can enjoy working on a project in keeping with his or her individual interests and capabilities (Troisi, 1998).

Retaining Parent Volunteers. Successfully engaging and keeping parent volunteers requires more than simply assigning them an enjoyable task, however. It also entails creating an atmosphere in which parents feel appreciated, motivated, and useful. Craig Bystrynski highlights several "do's and don't's" of working with parents, including using words and phrases that convey both an appreciation of the parents' involvement and a trust in the parents' ability to contribute to the task at hand. At the same time, some negative phrases should never be directed towards volunteers. While these phrases may seem harmless, in reality they convey lack of confidence in parents' abilities, lack of respect for parents' schedules, and lack of foresight for adequate planning and organization.

Finding the root of successful parental involvement requires examining the viewpoints and motivations of the volunteers themselves. Beck takes this approach and glances into the incentives behind several volunteering mothers (Beck, n.d.). For Moira McCarthy, the inspiration came from her mother who was herself a volunteer. "It's in my blood;" McCarthy notes. "I was raised by a volunteering mom" (cited in Beck, p. 1). When the time came for McCarthy's daughter to enter school, volunteering was second nature. "Deep down, I knew what I was doing would pay off. I was showing my daughter that to make things happen, you have to roll up your sleeves. I was, subliminally, letting her know that school and its surrounding activities were an important part of her life. I was letting her know I shared that with her" (cited in Beck, p. 2).

Kelly Martin became involved after a non-involved parent criticized one of the school's programs. "I could feel this resistance on the part of teachers when a parent who hadn't been involved in the math program criticized it," Martin notes. "Instead of offering advice, it's better to offer to help" (cited in Beck, p. 4). While academic incentives motivated these women, Ann Schuster found her purpose in the sense of community and feeling of teamwork volunteering brought to her. Requiring chemotherapy, Schuster was often unable physically to participate in volunteer activities, but she notes that the PTO members kept her involved in the group's activities. "They would ask my advice, Schuster relates. "We would e-mail so I could keep my fingers in the works a bit. They did all the legwork" (cited in Beck, p. 3).

Further Insights

Involving Fathers. While each woman's reason for volunteering is different, all shared the common belief that volunteering was beneficial both for their children and for themselves. Yet, volunteering is not just the prerogative of mothers, and children are more likely to experience academic success, participate in extracurricular activities, and generally like school in two-parent households and dad-only households in which the fathers are actively involved in their children's education ("Involvement Matters," n.d., p. 2). However, Emily Graham ("Getting Dads Involved") argues that working with dad-volunteers is different from working with mom-volunteers, and special consideration and attention should be given to involving fathers in their children's education. This is partly due to the widespread perception that parental involvement in schools is just for mothers. At times, overcoming this perception among dads can be as simple as asking them to be involved. When fathers recognize that they are welcome and invited, they are more likely to participate.

Another barrier to fathers becoming involved in their children's schools is the belief that a long-term commitment may be needed. Henry Bakken, membership vice president of a PTA in Utah, notes, "If … [fathers] feel like they have to go to two or three meetings…they don't want to do that [but i]f everybody feels like they've got a job to do, they'll show up and do it" (cited in Graham, n.d., p. 2 ).

On a larger scale, the National Center for Fathering has also made great strides in soliciting the involvement of fathers in their children's education. The Center has established a program called Watch DOGS (Dads of Great Students), in which fathers spend at least one day per school year volunteering at the school. They may serve as classroom aids, provide added school security, or interact with students in the cafeteria. Whatever form the volunteerism takes, Watch DOGS has delivered success in promoting dad-involvement at schools. Nearly 500 schools in thirty-eight states now have fathers who participate in a Watch DOGS program. By making fathers feel welcome and creating an atmosphere in which they can make a meaningful contribution, teachers, school administrators, and private organizations are working to increase the rates of volunteerism by fathers in their children's education.

Conclusion

Whether chaperoning a school field trip or arranging a bulletin board display, parent volunteers play an intrinsically vital role in their children's success. By devoting time and energy to their children's education, mothers and fathers convey that their child's schooling is important and merits their involvement. As the opportunities for involvement are limited only by imagination, teachers, schools, private organizations, and, most importantly, parents are finding that, whatever their particular gift or talent, there is a place for them in their child's education.

Terms & Concepts

Community Involvement: The active participation in coordinating and supporting events important to the betterment of a given community.

Parent-Teacher Association (PTA): A voluntary organization, comprised of parents and teachers, that works to raise funds, increase parental involvement in schools, and otherwise promote the general welfare of schools or school districts. PTA groups are formally affiliated with the US National PTA.

Parent-Teacher Organization (PTO): A generic term referring to parent-teacher groups. PTOs often perform the same functions as PTAs, but PTOs are technically not affiliated with the US National PTA.

Parent Volunteers: Parents who regularly contribute to their children's education through giving of their time and talents to various school-related projects or events.

Parental Involvement: The active and engaged participation of parents in their children's education. Parental involvement may take many forms, including providing academic help in the home, volunteering for any number of projects at the school, or participating in an outside support organization, such as a PTA or PTO.

Watch DOGS: Stands for Watch Dads of Great Students. Specifically intended to promote the involvement of fathers in their children's lives, Watch DOGS asks that fathers volunteer at least one day per year at their child's school.

Bibliography

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Parent Volunteers in Schools

On this Page

Subject Terms

Parent Volunteers in Schools

Abstract

Overview

Applications

Further Insights

Conclusion

Terms & Concepts

Bibliography

Suggested Reading