Scientific Articles

• Monarca, H. A. (2013). Trabajo colaborativo con padres y madres. Ambito de actuación desde la orientación educativa. REOP – Revista Española de Orientación y Psicopedagogía, 24(3), 114. https://doi.org/10.5944/reop.vol.24.num.3.2013.11248
• Hernández, M. ^a. A., & López, H. (2006). Análisis del enfoque actual de la cooperación padres y escuela. Aula Abierta, 3–25. http://hdl.handle.net/11162/4499
• Valls, R., Serradell, O., Campdepadrós, R., & de Botton, L. (2022). Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts. International Journal of Qualitative Methods, 21, 16094069221078735.
• Díez, J., Gatt, S., & Racionero, S. (2011). Placing Immigrant and Minority Family and Community Members at the School’s Centre: the role of community participation. European Journal of Education, 46(2), 184-196.

Explanation of the Post

To build a good educational environment, it has been shown that the active participation of families is necessary. This is why affirming that the involvement of families leads to more conflicts in the school than when they are not involved is wrong. The participation of families makes the school become a space of care and welcome for everyone.
Authors such as H. Monarca (2013) emphasize that “work with fathers and mothers must be part of the center’s pedagogical model, in which counselors, according to their specific functions, constitute a highly relevant support resource” .
This affirmation arises from the educational practice with families, where it is seen how these experiences help create a link between all the agents of the center and promote a healthier and more collaborative environment. In addition, these experiences help learning in the classroom and generate educational improvements that no family member should ignore. There is already talk of it in the LOMCE. Preamble II: “Families are primarily responsible for the education of their children and therefore the educational system must take into account the family and its decisions.”
Other authors state that “through the parent-school relationship, children not only raise their level of school performance, but also develop positive attitudes and behaviors. In this way, the children perceive the continuity between the educational objectives proposed by their parents and those proposed by the school” (Hernández Prados, Lopez Lorca, 2006), thus denying the statement that the involvement of parents causes more conflicts.
To conclude, it should be noted that it is the duty of every citizen to propose the participation of families in the school to help create an educational climate where all those involved feel comfortable and safe.

Other sources

• Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa, Boletín Oficial del Estado, Jefatura del Estado, 295. https://www.boe.es/eli/es/lo/2013/12/09/8