גיליון 5 | חוקרים@צוותי חינוך-הורים

School-Parent Relations: Adapting Gerrad's Model to Israeli Reality – Demonstration and Research Validity

Zipora Shechtman

Abstract

The understanding that healthy school–family relationships constitute an important source of influence on student functioning has led to expanded efforts to improve this relationship, focusing on conflict prevention, establishing clear boundaries, and enhancing communication between the parties. In crisis and emergency situations, these goals take on added importance and are further expanded in accordance with the needs of students and their parents. This article is based on Gerard's comprehensive model regarding the role of the school in its relationships with parents, presents a selective review of articles demonstrating interventions aligned with the model, and offers empirical findings indicating their validity. The expanded model addresses both students and parents and proposes intervention at both the preventive and therapeutic levels for students and parents alike. The findings indicate a positive impact of these efforts on the functioning of students and parents: student behavior improved across various domains, the classroom and school became a safer and more supportive environment, parents experienced relief from stress and positively changed their parenting style, and these changes had significant implications for improvement in their children. Teachers — who are currently on the front line of challenges — acquired skills for supporting and empowering students, including therapeutic skills. This expanded service contributes to improving relations between the school and parents and naturally affects the healthy functioning and mental well-being of all those involved.

Keywords: School, Parents, Intervention Model, Groups