{"id":25565,"date":"2025-08-29T05:00:00","date_gmt":"2025-08-29T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=25565"},"modified":"2025-08-29T10:30:04","modified_gmt":"2025-08-29T17:30:04","slug":"reimagining-family-engagement-a-long-term-strategy-for-covid-recovery","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/reimagining-family-engagement-a-long-term-strategy-for-covid-recovery\/","title":{"rendered":"Reimagining family engagement: A long-term strategy for COVID recovery"},"content":{"rendered":"<p style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-25568\" src=\"https:\/\/www.nwea.org\/blog\/uploads\/2025\/08\/reimagining-family-engagement-a-long-term-strategy-for-covid-recovery_500x300_hero.jpg\" alt=\"\" width=\"850\" height=\"300\" srcset=\"https:\/\/www.nwea.org\/blog\/uploads\/2025\/08\/reimagining-family-engagement-a-long-term-strategy-for-covid-recovery_500x300_hero.jpg 850w, https:\/\/www.nwea.org\/blog\/uploads\/2025\/08\/reimagining-family-engagement-a-long-term-strategy-for-covid-recovery_500x300_hero-300x106.jpg 300w, https:\/\/www.nwea.org\/blog\/uploads\/2025\/08\/reimagining-family-engagement-a-long-term-strategy-for-covid-recovery_500x300_hero-768x271.jpg 768w, https:\/\/www.nwea.org\/blog\/uploads\/2025\/08\/reimagining-family-engagement-a-long-term-strategy-for-covid-recovery_500x300_hero-720x254.jpg 720w\" sizes=\"(max-width: 850px) 100vw, 850px\" \/>In the wake of the COVID-19 pandemic, schools across the country have been working tirelessly to help students recover from unprecedented disruptions. Billions in federal recovery funds have been spent on tutoring, summer programs, and academic interventions. Yet, despite these efforts, many students\u2014especially those from historically marginalized communities\u2014continue to struggle. Academic outcomes remain below pre-pandemic levels, and the emotional toll of the crisis still lingers in classrooms and homes. But what if one of the most powerful tools for recovery isn\u2019t a new program or policy, but something more fundamental? In our <a href=\"https:\/\/www.nwea.org\/research\/publication\/family-engagement-as-a-long-term-strategy-for-continued-covid-recovery\/\">recent NWEA research brief<\/a>, we argue that\u00a0family engagement is not just a nice-to-have\u2014it\u2019s a must-have\u00a0for long-term recovery and resilience in education.<\/p>\n<h2 style=\"font-weight: 400;\">Families matter<\/h2>\n<p style=\"font-weight: 400;\">For decades, schools have talked about the importance of parental involvement. But too often, that involvement has been narrowly defined: attending a parent-teacher conference, signing a permission slip, showing up for a school play.<\/p>\n<p style=\"font-weight: 400;\">Our brief challenges educators to think bigger. Family engagement is about building\u00a0authentic, equitable partnerships\u00a0between schools, families, and communities. It\u2019s about recognizing families not as passive recipients of information, but as co-educators and co-leaders in their children\u2019s learning journey. Our brief draws a clear distinction between traditional parental involvement and a more expansive vision of\u00a0family engagement.<\/p>\n<p style=\"font-weight: 400;\">Family engagement is\u2026<\/p>\n<ul>\n<li>A collective benefit for schools, families, and communities<\/li>\n<li>Focused on whole-child development<\/li>\n<li>A partnership valuing family strengths<\/li>\n<li>Ongoing, two-way communication<\/li>\n<li>Shaped by systemic factors<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">Family engagement is not\u2026<\/p>\n<ul>\n<li>Solely focused on school-centric goals<\/li>\n<li>Limited to academic performance<\/li>\n<li>Passive participation in school-led activities<\/li>\n<li>Infrequent, one-way updates<\/li>\n<li>Attributed to individual attitudes or behaviors<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">This shift in mindset is crucial. When families are engaged in meaningful ways, students thrive\u2014not just academically, but socially and emotionally as well. Research shows that family engagement is linked to better <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S002244051100015X?via%3Dihub\">literacy<\/a> and <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.3200\/JOER.98.4.196-207\">math<\/a> outcomes, stronger <a href=\"https:\/\/www.mdrc.org\/sites\/default\/files\/The_Impact_of_Family_Involvement_FR.pdf\">socioemotional skills<\/a>, <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0190740903001178?via%3Dihub\">higher graduation rates<\/a>, and <a href=\"https:\/\/epaa.asu.edu\/index.php\/epaa\/article\/view\/2030\/1752\">increased college attendance<\/a>. In short, when families are part of the equation, everyone benefits.<\/p>\n<h2 style=\"font-weight: 400;\">The participation puzzle<\/h2>\n<p style=\"font-weight: 400;\">Despite the benefits, many schools have struggled to get families involved in COVID recovery programs. Surveys show low participation in tutoring and summer school, leading some to conclude that families simply aren\u2019t interested.<\/p>\n<p style=\"font-weight: 400;\">In one <a href=\"https:\/\/www.brookings.edu\/blog\/brown-center-chalkboard\/2022\/08\/16\/low-parent-interest-in-covid-recovery-interventions-should-worry-educators-and-policymakers-alike\/\">national survey<\/a>, only 23 percent of parents expressed interest in summer school and 28 percent in tutoring. At first glance, those numbers seem discouraging. But a closer look reveals a more nuanced story. Interest was actually higher among Black and Hispanic families\u2014those most impacted by the pandemic. And the survey didn\u2019t ask about the barriers that might prevent participation: work schedules, transportation, language access, or even a lack of information.<\/p>\n<p style=\"font-weight: 400;\"><a href=\"https:\/\/edtrust.org\/wp-content\/uploads\/2014\/09\/Engaging-First-V6.pdf\">Another survey<\/a>, conducted by EdTrust, paints a more detailed picture. It found that many families weren\u2019t receiving timely or clear information about their child\u2019s academic progress. Fewer than half of parents said they knew whether their child was meeting grade-level expectations. Only 41 percent had been told about available academic supports like tutoring. Teachers, for their part, reported limited time to communicate with families and a need for more training in how to do so effectively.<\/p>\n<p style=\"font-weight: 400;\">The takeaway? Families aren\u2019t opting out\u2014they\u2019re being left out.<\/p>\n<h2 style=\"font-weight: 400;\">Barriers that go beyond the school gate<\/h2>\n<p style=\"font-weight: 400;\">To truly engage families, schools must first understand the barriers they face. And those barriers are often more complex than we realize.<\/p>\n<p style=\"font-weight: 400;\">Some are practical: a parent working two jobs may not be able to attend a midday meeting. A family without reliable transportation may struggle to get to school events. Language barriers, childcare needs, and digital access all play a role.<\/p>\n<p style=\"font-weight: 400;\">Others are emotional or historical. Some families carry painful memories of their own school experiences. Others may feel unwelcome or unheard in school spaces. And for families affected by systemic issues\u2014like incarceration, immigration status, or housing instability\u2014schools can feel more like sites of surveillance than support.<\/p>\n<p style=\"font-weight: 400;\">These challenges are real. But they\u2019re not insurmountable.<\/p>\n<h2 style=\"font-weight: 400;\">Building bridges, not walls<\/h2>\n<p style=\"font-weight: 400;\">So what can schools do? <a href=\"https:\/\/www.nwea.org\/research\/publication\/family-engagement-as-a-long-term-strategy-for-continued-covid-recovery\/\">Our brief<\/a> offers a roadmap rooted in empathy, equity, and action.<\/p>\n<p style=\"font-weight: 400;\">First, schools must\u00a0listen. Conduct surveys or focus groups to understand what families need and what\u2019s getting in the way. Don\u2019t assume. Ask.<\/p>\n<p style=\"font-weight: 400;\">Second, schools must\u00a0adapt. Offer flexible meeting times. Provide virtual options. Translate materials. Partner with community organizations to support families holistically.<\/p>\n<p style=\"font-weight: 400;\">Third, schools must\u00a0communicate better\u2014and more often. One of the most striking findings in the brief is the disconnect between grades and actual academic performance. During the pandemic, many districts adopted \u201cdo no harm\u201d grading policies, leading to grade inflation. As a result, families may believe their child is doing fine based on report cards, even when test scores suggest otherwise.<\/p>\n<p style=\"font-weight: 400;\">To bridge this gap, schools should provide\u00a0frequent, actionable updates, not just during report card season. Text messages, weekly emails, and real-time dashboards can help families stay informed. But it\u2019s not just about the data; it\u2019s also about the story the data tells. Schools should explain what assessments measure, what the results mean, and what steps families can take to support learning at home.<\/p>\n<p style=\"font-weight: 400;\">Finally, schools must\u00a0invite families in\u2014not just to events, but to decision-making. Too often, family engagement is limited to surface-level involvement. But families want more. They want to shape the policies and practices that affect their children. They want to be heard.<\/p>\n<h2 style=\"font-weight: 400;\">Looking forward<\/h2>\n<p style=\"font-weight: 400;\">The road to recovery is long. But it\u2019s also an opportunity, a chance to rebuild not just what we had, but something better.<\/p>\n<p style=\"font-weight: 400;\">Family engagement is not a silver bullet. But it is a powerful lever. When schools and families work together, students don\u2019t just catch up\u2014they move forward.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In the wake of the COVID-19 pandemic, schools across the country have been working tirelessly to help students recover from unprecedented disruptions. Billions in federal recovery funds [&hellip;]<\/p>\n","protected":false},"author":310,"featured_media":25570,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"Following COVID-19 school closures, educators have been helping students make academic gains. Family engagement can contribute to recovery.","footnotes":""},"categories":[13],"tags":[646,635],"grade_level":[830,831,832,833],"product":[],"theme":[],"coauthors":[{"id":310,"name":"Ayesha Hashim, NWEA","link":"https:\/\/www.nwea.org\/blog\/author\/ayeshahashim\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/uploads\/2025\/07\/Ayesha-Hashim-headshot-24x24.png","48":"https:\/\/www.nwea.org\/blog\/uploads\/2025\/07\/Ayesha-Hashim-headshot-48x48.png","96":"https:\/\/www.nwea.org\/blog\/uploads\/2025\/07\/Ayesha-Hashim-headshot-96x96.png"}}],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.14 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Reimagining family engagement: A long-term strategy for COVID recovery - Teach. Learn. Grow.<\/title>\n<meta name=\"description\" content=\"Following COVID-19 school closures, educators have been helping students make academic gains. 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