Conference Program

Problem

Cooperation between schools, families, and local actors is increasingly recognized as a key element in the development of community-based learning communities (CBLCs). Research shows that especially parental involvement positively influences students’ learning outcomes and well-being (Epstein, 1985; Jeynes, 2011). However, educational trajectories remain strongly associated with socio-economic status and migration background, particularly in schools located in socio-economically disadvantaged contexts (low-SES contexts) (Mang et al., 2023; Autorengruppe Bildungsberichterstattung, 2024). These schools often assume broader social responsibilities. However, cooperation with marginalized families remains challenging. Language barriers, institutional distance, and negative school experiences may limit participation (Barce, 2025). In addition, deficit-oriented discourses about schools in disadvantaged areas can obscure structural conditions and hinder inclusive collaboration (Bremm, Klein & Racherbäumer, 2016). Understanding how schools engage families in these contexts is therefore crucial for developing inclusive CBLCs.

Purpose

This paper examines how parental involvement in SES-schools in Germany is described in the educational research literature and how these practices can contribute to the development of CBLCs. The study addresses three research questions:
(1) Which forms of parental involvement are described in SES-schools?
(2) Which conditions foster or hinder successful cooperation between schools and families?
(3) Which measures are discussed in the literature to strengthen collaboration?

Theoretical Lens

The study draws on research on educational inequality and family–school partnerships and connects these perspectives to socio-ecological approaches to learning communities. Within this framework, schools, families, and community actors are understood as interconnected participants in local learning ecosystems shaped by multiple contextual influences (Bronfenbrenner, 1979; Epstein, 2011). Parental involvement is conceptualized not only as support for individual learning but also as a form of collective participation contributing to democratic and collaborative learning environments and to the development of CBCLs (Wenger, 1998).

Methodology

The study is based on a systematic literature review (Willems, 2020; Engelmann, 2024). In total, 454 publications were screened using a PRISMA-inspired procedure. After title and abstract screening and a full-text review of 62 publications, six empirical studies met all inclusion criteria. The studies were analyzed using structuring qualitative content analysis following Kuckartz and Rädiker (2022). A theory-informed category system synthesized findings on forms of parental involvement, contextual conditions, barriers, and measures.

Findings

Across the studies, informational formats (e.g., parent meetings or information letters) represent the most common form of parental involvement. Counseling formats such as individual consultations are also widely documented. Additional approaches include participatory structures, cooperative formats, low-threshold offers (e.g., parent cafés), and school-wide initiatives.

The studies mainly address families experiencing multiple disadvantages, including poverty, language barriers, educational distance and unstable family conditions. Successful cooperation is associated with trust-building, clear communication, cultural sensitivity, and low-threshold access, while barriers include language difficulties, precarious living conditions, time constraints, and limited trust in institutions.

Discussion

The findings suggest that parental involvement in low-SES contexts often develops through relationship-oriented and accessible practices rather than formal participation structures. From a learning communities perspective, these practices can serve as entry points for broader collaboration between schools, families, and local actors and contribute to the development of inclusive CBLCs.