Why trust matters
Trust is the foundation of any meaningful school-family relationship. When it is strong, parents feel welcome, students feel supported, and schools can create the best conditions for learning. Research shows that trust between families and schools is directly linked to improvements in student engagement and achievement (Bryk and Schneider, 2002).
Here is a scenario close to my heart:
A father from a Roma background had faced discrimination in his own schooling. He was hesitant to engage and mistrustful of teachers, often avoiding conversations. The school did the following to support him:
- The headteacher met with him informally over coffee to hear his story.
- Staff made sure the first messages home were positive, highlighting his child’s progress.
- The school invited him to share cultural traditions in a class project.
After a while, and because of those steps on behalf of the school, the father began to see his child’s school as a safe place. Over time, he became more comfortable attending meetings and contributing ideas to support his child’s learning, and the child began to flourish socially and academically.
For families from diverse cultural, linguistic, or socio-economic backgrounds, however, trust does not always come easily. Language barriers, unfamiliar education systems, or past negative experiences can make parents hesitant to engage. That is why schools need to approach trust-building with empathy, openness, and a genuine willingness to learn from the families themselves.
Seeing the whole story
Every family brings its own story. Newly arrived parents may not understand how the school system works. Others may be balancing financial pressures, shift work, or caring responsibilities. Some carry memories of negative experiences with certain institutions, which can make them wary of schools.
Recognising these realities is the first step in building trust. Instead of labelling families as ‘hard to reach’, schools can begin with curiosity; asking questions, listening carefully, and showing that they value parents’ perspectives.
Making communication count
Clear, accessible communication is one of the strongest trust-builders. Families are more likely to engage when schools reach out in ways they prefer and can understand. Translation and interpretation services are vital, but so is using simple, jargon-free language.
It also helps to offer choice; some families prefer phone calls, some like texts, and others enjoy a quick chat at the gate. A powerful practice is to ask directly: “How would you like us to communicate with you?”. This small question signals respect and helps families feel included.
Celebrating languages and cultures
Families feel valued when they see their culture and language recognised as strengths, not barriers. Cummins (2001) highlights that affirming a child’s home language supports both identity and academic achievement.
When families see themselves reflected in the school environment, a stronger sense of belonging naturally follows.
Creating a warm welcome
A welcoming school does not need grand gestures. It can be as simple as greeting families by name, smiling at the school gate, or ensuring communal spaces are friendly and multilingual.
Equally important is preparing staff. Training in cultural awareness and language helps teachers understand different norms around communication and authority, reducing misunderstandings and making families feel respected.
Building trust, step by step
Trust takes time and consistency. Parents need to know that when they raise a concern, staff will follow it up quickly. Broken promises or mixed messages quickly erode confidence.
Equally, contact should not only happen when something goes wrong. A quick note celebrating effort, or a phone call about a success, shows families that schools see the positives. These small, regular gestures build goodwill over time.
Being partners
Partnership means more than consultation and parents evenings; it means collaboration. Schools can invite families into decision-making through parent councils, workshops, or forums. Parents can also contribute directly to school life, for example by helping create dual-language resources or sharing cultural knowledge with students. Families can move from being passive recipients of information to active partners, shaping the school community.
Building trust with diverse families is not a quick fix. It is a journey of listening, adapting, and valuing what every family brings. When schools communicate clearly, celebrate cultures, and act consistently, they lay the foundation for real partnership.
As Bryk and Schneider (2002) remind us, trust is not a ‘nice extra’ - it is a core resource for school improvement. By placing trust at the centre, schools create communities where every family feels they belong, and every child has the chance to thrive.
References
Bryk, A.S. and Schneider, B. (2002) Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society. 2nd edn. Los Angeles: California Association for Bilingual Education.
Epstein, J.L. (2018) School, Family, and Community Partnerships. 4th edn. New York: Routledge.
