\u2018In primary and secondary school parent involvement is natural. But once a child moves to mbo, this changes. Most students are then 16 or 17 years old and prepare for the job market. It seems that young people at that time want less parental involvement,\u2019 Boonk explains. According to the students she spoke to, it is more nuanced. \u2018Many students find it nice after all to talk with their parents at school about what works for them and what does not.\u2019<\/p>\n
Boonk also spoke with parents who struggle with how much they want and can be involved with their child in mbo. Boonk rejects this reluctance: \u2018Especially when a child does not feel at home at school, a good talk between school, the child and the parents can offer much support.\u2019<\/p>\n
At certain courses the parent evening is always well attended, while at other courses parents do not show up at all. How can parent contact still be encouraged then? According to Boonk the answer is simple: \u2018Organizing parent evenings, sending newsletters and offering tours are all valuable initiatives. But for parents who are hard to reach, the barrier to school is still too high. To make contact you do not always need large-scale actions. A simple phone call to start a conversation can already be priceless.\u2019<\/p>\n"},{"acf_fc_layout":"quote","quote_tekst":"A phone call to start a conversation can already be priceless"},{"acf_fc_layout":"extra_inhoud_blok","inhoud":"
\u2018We often talk about \u2018the mbo\u2019, but this is a very diverse group,\u2019 Boonk notes. Mbo has four different education levels and many different courses. The students are thus different and their parents too. Boonk: \u2018One parent is open to supporting schoolwork at home, while another has limited time or cannot do this. Some parents want information about the progress of their child, but there are also parents who leave this completely to the school.\u2019<\/p>\n
\u2018There are also situations where teachers hear about complex family relations from the student or where a parent does not give the child the freedom to make their own choices. If a teacher suspects that a parent is too controlling or limiting, promoting more parent involvement might not be a good move,\u2019 Boonk explains.<\/p>\n
Every parent has their own expectations and wishes about contact with the school. It is therefore important that parent, child and teachers communicate about this and align their expectations, Boonk emphasizes. \u2018It is like in a marriage,\u2019 Boonk adds with a wink.<\/p>\n
Boonk: \u2018For a team of teachers it is always a challenge to decide how best to spend their precious time. Parent involvement takes time and education remains basically people\u2019s work. Teachers cannot always directly estimate where the needs of students and parents lie for contact. But in general it turns out that when parents feel involved in the future of their child, they try harder to support.\u2019<\/p>\n"},{"acf_fc_layout":"knop","knop":{"title":"What does my child learn in mbo?","url":"https:\/\/oudersenonderwijs.nl\/kennisbank\/mbo\/wat-leert-mijn-kind-op-het-mbo\/","target":""},"kleur":"primary"},{"acf_fc_layout":"knop","knop":{"title":"Read more about mbo","url":"https:\/\/oudersenonderwijs.nl\/kennisbank\/mbo\/","target":""},"kleur":"primary"},{"acf_fc_layout":"call_to_action","selecteer_call_to_action":"gerelateerde_onderwerpen_lijst","berichten_met_prioriteit":false,"download_pdf":false,"veelgestelde_vragen_verwijzing":{"titel":"","knop_tekst":"","url":""}},{"acf_fc_layout":"meer_informatie_links","linkjes":false}],"call_to_action":"nieuwsbrief","call_to_action_2":"geen","zoekwoorden":""},"yoast_head":"\n