Advocacy for Playful Engagement
Public schools in the United States face many challenges. One of those challenges is meeting the needs of underserved and marginalized populations. According to Leddy (2018), parental involvement in schools tends to be higher with white, native English speaking parents than with families of color. There is often a misconception that parents of these marginalized student populations are somehow ‘less than’. Yet, immigrant parents typically place high value on their children getting a quality education. Many parents of color often feel uncomfortable approaching schools or participating in collaborative events, yet they care deeply about their children getting a good education.
Research shows us that students perform better when their families are actively engaged with their education.
How do we get parents to feel comfortable and take steps to engage with schools? We do it by building safe, healthy relationships of trust. Before we can truly tackle big change, we must have healthy relationships built on trust. As Bruce Perry teaches, there is a definitive order we must approach for effective learning: Regulate. Relate. Reason. As educators and schools, we must take steps to help our families through co-regulating activities that build strong, healthy, safe relationships. Only then can we begin to tackle the bigger issues that require cognitive functioning at its best.
How do we do that??
Listen. Listen. Listen. Think back to a time when you were frustrated or upset. Did you want to feel marginalized, minimized, or ignored? Were you seeking answers, or did you just want to be heard? I know there have been times when I am frustrated (sometimes at school while trying to advocate for my students), and in those moments what I most want and need is for someone to say, “I hear you. I see you. Let’s figure this out together.” What I don’t need is someone to tell me what they think I should be feeling or thinking or minimize how I am feeling. I suspect there are parents out there who feel the same way. I also wager they want to be heard and they want to be seen. They want to feel welcomed and included. They are intimidated to come into the school for one reason or another, yet we need their presence!
Let’s Play!
How do we give voice to our families? How do we provide them safe avenues for communication? We start with play! What better way to build healthy, safe relationships through co-regulating activities than some good old-fashioned playing around? Let’s leave the heavy cognitive lifting for later! Remember the order…Regulate. Relate. Reason.
Here are some suggestions for playful family events hosted at school. (Feel free to add some of your own ideas in the comments!)
Fractured Fairy Tales- Reader’s Theater. On these nights families can be given scripts from fractured fairy tales (humorous versions of traditional fairy tales). These scripts could be translated easily into multiple languages, allowing all families to participate. It promotes reading, speaking, and just plain ole’ fun.
Vision Boards-Invite families to come to school and create vision boards with positive goals for academic, social, mental, and physical wellness. Materials are provided by the school. Pictures speak 1,000 words and families can share their presentations using any language.
Family Game Night- Families come to school and choose a game they would like to play. School provides a wide variety of board games, card games, academic games, chess, checkers, and so forth. By providing a variety of games, it is inclusive for all people. Some games may require reading, others don’t. Some games might require speaking, while others do not. There should be something fun for everyone. Families could even mix and match to meet new people and grow their own networks of support.
Community Information and Resources Events-Bring in members from the community to help parents learn new skills from banking, to buying their first house, to getting a library card, and ???
English classes for parents who are English language learners. Provide free childcare and free lessons in learning English. Many parents of English language learners rely on the children to translate for them, imagine the possibilities if these same parents were able speak and advocate for themselves and their children.
Talent Showcase Nights-Invite parents to showcase their skills. Maybe they know a trade skill they can share. Perhaps they are wonderful cooks, artists, etc. No one will know what their skills are and what cultural capital they can share that makes them feel valued unless someone takes the time to ask them and offer a space for them to share.
The point of these events is to make people feel comfortable, to enjoy the relationship with school, and to see schools and teachers for what they are: Partners in raising and educating their children. Life in high poverty areas can be rough, parents often working multiple jobs with little time for ‘play’. Yet, play is so important to healthy brain development and social development. Now I ask you, what can you do to pave the way for more parental engagement and create spaces of felt safety and trust?
References
Leddy, H. G. (2018). Involved Minority Parents Enhance the Quality of Elementary School Programs in a Diverse Community. Multicultural Education, 25(3/4), 37–40.