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See Me Project

Enhancing parent’s involvement in school education

Intellectual Output


Parents´ guides: a program for schools to involve parents from disadvantaged groups – a concept guide to develop training for parent guides, to help parents to reflect on their experiences and to gain further knowledge about the education of their children.


Alanalyse the best practices to examine different approaches to involve parents and build a relationship


Empowering parents – a guide to foster a parent-student relationship at home (assisting with homework), ways teachers can ensure parents understand how to support their children’s homework in a context of bilingualism or poor spoken/ written on the parents’ part.


Student Portfolio, a ‘bridge’ between school and family – a practical guide on how to create portfolios for students which can be used at home as well.

The Project

Building family-school partnerships and engaging parents as learning partners from the early years is therefore essential to improving children’s and young people’s development. Research shows that a multidisciplinary approach, with the involvement of parents, children, teachers, and professionals from the local community is key to resolving behavioral problems of school children. Whether learners are successful in school or at risk of early leaving is largely dependent on their socio-economic status (SES). The effects of socioeconomic status are present in all of Europe’s education and training systems. Children from lower socio- economic backgrounds are less likely to participate in and benefit from education and care than children from more advantaged backgrounds. The initial disadvantage can be exacerbated throughout the school years if additional support is not provided to help children close educational gaps. Equal participation in quality ECEC is however found to be among the most effective approaches to combatting socio-economic inequalities in educational achievement.

Many parents from disadvantaged groups (socio-economic, immigrants or Roma people from marginalized residential areas) due to the fear of being judged by school staff, their personal negative experiences with school or lack of knowledge on the school system. The objective is to help parents discover their competences and abilities so they can take a more active role in their children’s learning at all levels of schooling (from the last year of pre-primary school to upper secondary education). The main problem that the project partners have identified and intend to address stands in the fact that involvement and participation of the parents and carers are scarcely or not sufficiently acknowledged as a key component contributing to the quality of the school education.

That is why it is very important to reduce disparities in accessing and engaging with education and increase equality and social inclusion to address parent’s engagement in their children’s education.

There are many excellent practices in different countries across the European Union. One example is AFEV, a French organization that implements initiatives that put parents from a disadvantaged socio-economic background at the center of their approach. They provide support to parents voluntarily and takes the form of one-to-one tutoring. To overcome the barriers between parents and school and create a trustful relationship with families, volunteers visit pupils and their parents at home. Another one is the PESL cities’ initiative to prevent early school leaving and to maintain high levels of employment and social cohesion in their territories. A third one is a method developed in Moldova (an EU candidate country). The initiative called “Roma Families Get Involved: a methodology for working with Roma families towards their children´s success in education”. This initiative contributed to improving the educational situation of Roma across Europe by engaging Roma parents more actively. The fourth example is Urbact-PREVENT to prevent early school leaving and parental involvement concerning ethnic minorities and migrants.



The project SEE-ME address the priority of KA2 Erasmus regarding disparities concerning social, ethnic, linguistic and cultural diversity. This project aims to create a Strategic Partnerships for exchange and transfer of innovative practices and measures concerning family-school partnerships and engaging parents as learning partners. The expected outcome is new/improved practices to cater to the needs of disadvantaged groups and to deal with differences in learning outcomes linked to the geographical and socioeconomic disparities.



The objective of the project SEE-ME is to create a learning partnership focused on engaging parents to cooperate with schools to counter disparities with regards to disadvantaged groups. The learning partnership will study best practices and organize learning sessions on the elaboration of transferable experiences from best practices with regards to School-based involvement (Parents involved in their children’s academic lives in direct contact with the school). The objectives are

  1. To identify, test and mainstream best practices and innovative methods of participation particularly in the context of diversity (socioeconomic and cultural diversity, minorities, etc);
  2. To improve the teacher’s competencies pertaining strategies and approaches the involvement of parent by learning from the experiences of colleagues from other countries in Europe;
  3. To improve the integration and interaction of the different components of the system.

Partner Organisations


Phone 0031-13-5802848
Contact Person: Roger Van de Winkel


Bergsbrunnagatan 1, 753 23 Uppsala, Sweden
Phone: +46704541464
Contact Person: Anastasiia Tsaruk


Phone: +90 312 306 89 32
e-Mail :
contact person: Bahadır YILMAZ


Director Kim Faurschou

Åløkken 24, 5250 Odense SV, Denmark       

Phone: +45 40 89 23 80


Stefana Żeromskiego 36, 25-270 Kielce, Poland
Phone: +48 41 362 14 12


Soroca,​str. Ion Creangă 19, Moldova
Phone 0230 2 31 91


Via Montebello, 11 – 72100 BRINDISI, Italy
Phone 0831 587953

This project has been funded with support by the European Commission. This Website reflects the views only of the author, and the Commission is not responsible for any use of the information included in the site.

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