ABSTRACT
It has been emphasised in the previous chapter that children are the focus of home-school communication, and that their well-being and progress must form the central purpose when seeking to promote constructive teacher-parent relationships. Children are not only the focus, but can also exert a strong influence on the nature of the relationships that are established. Where children get on well with their teachers and feel valued and included by them as important members of their learning community, their parents are likely to be well-disposed towards collaboration with school. In contrast, where teacher-child relationships are negative, this can create a major barrier to successful home-school communication.
