Show Summary Details
Page of

(p. 252) Parenting Support and the School System 

(p. 252) Parenting Support and the School System
Chapter:
(p. 252) Parenting Support and the School System
Author(s):

Julie Hodges

, and Karyn L. Healy

DOI:
10.1093/med-psych/9780190629069.003.0022
Page of

date: 15 October 2018

Children’s academic and well-being outcomes are influenced by both the home and the school environments. This means that parents and schools have a shared responsibility for promoting children’s development. Research shows that when parents and schools work together, students, parents, and teachers all benefit. One way in which schools can engage parents in their child’s education is by offering parenting support through parenting programs like the Triple P—Positive Parenting Program. Triple P can assist parents to develop effective morning, afternoon, and bedtime routines and to help students gain the self-management skills and the self-confidence necessary to succeed at school. This chapter discusses strategies and considerations for successfully implementing Triple P in schools, taking into account the school setting, workforce, and factors affecting parent participation.

Access to the complete content on Oxford Clinical Psychology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.