SCHOOLS AT THE CENTRE OF THEIR COMMUNITIES

For many children, young people and their families their school is probably the most familiar publicly funded social space in their lives. However, whether they view this space as accessible or not depends on a variety of contextual, social, cultural and emotional factors which can all too often become barriers to developing a meaningful relationship between a school and its community.

The key to breaking down potential relational barriers to communicating with communities is for the school to understand the lived experience of its families and convey this understanding through empathy, respect and relational practice. In short, to convey an appreciation of the challenges families themselves are facing in each and every personal or institutional interaction with them. Truly knowing the context within which schools operate, their immediate community and locality is fundamental to understanding what children and families are facing beyond the school’s gates. It is through this understanding that meaningful and lasting relationships are forged and sustained. In turn, this creates a culture of collective belonging through which cultural, social and emotional barriers are overcome.

Schools face the challenge of the authority that is inherent in their position in society and schools can be seen as increasing isolation; the fear of services involvement, the fear of not understanding what is expected or knowing that their own schooling experience was traumatic or mediocre have a profound impact on the perception of parents or carers before their child even steps foot into the building.

Consequently, entry into the schooling system and the many periods of transition within the schooling journey are often pivotal points for pupils, parents and families. They can either create social and communication barriers in the community or become the means by which these barriers are broken down. Schools and how they manage these transitions play a crucial role in this engagement.