Migrant parents’ school involvement: extent, barriers and opportunities: extent, barriers and opportunities

Background: Parental involvement in children’s education is widely recognised as positively associated with students’ academic achievement. However, migrant parents often face specific barriers to engaging with their children’s education, including language and cultural obstacles. This paper examines the participation of migrant parents in schools in Ireland, drawing on data from a multi-country research project, IMMERSE Horizon 2020. Purpose: The research aimed to explore the extent and nature of migrant parents’ involvement in their children’s education in Ireland and to identify key barriers to their participation compared to non-migrant parents. Specific objectives were: 1) to investigate the availability of channels for parental involvement in schools; 2) to explore parental involvement in school activities; and 3) to examine the influence of parental migrant status. Methods: Quantitative data was collected through surveys administered to parents and school principals in Ireland. The data examined parental involvement in both school-based and home-based activities, including attendance at parent-teacher meetings, involvement in homework support, volunteering, and participation in school decision-making. The study also investigated whether schools adapted their communication and involvement strategies to meet the language and cultural needs of migrant parents. Findings: The findings reveal a high level of parental involvement overall, with most parents attending parent-teacher meetings. However, fewer migrant parents reported taking part in parent-teacher meetings and information sessions compared to those parents born in Ireland. Language barriers emerged as a potential factor limiting parental involvement. Migrant parents had significantly lower odds of attending information sessions, and significantly higher odds of experiencing barriers due to language difficulties. Parental educational attainment was also a significant factor influencing the level of involvement. Conclusion: The research highlights persistent inequalities in parental involvement among migrant families in Ireland. It underscores the importance of schools adopting more inclusive and culturally responsive strategies to facilitate the active participation of all parents, particularly those from migrant backgrounds.