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I would like to make first some general points uh okay [Laughter] uh um um based on on an overview of the literature and then I would like to
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present some first results of a study carried out by Nan p and I on a large sample of French
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primary schools we don't have the results on the impact of this intervention yet but I will present a number of results
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on the situation before the intervention and this will provide a rich source of information on the inequalities between families in French primary educ
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so first of all let me Recall why intervening on parents can be a relevant strategy a promising strategy first of all very simply because parents and children spend a lot of time together
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based on time di data we know that children spend on average 40% of their time under the supervision of their parents
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secondly while children may change uh their classmates their teachers parents are a long-term permanent stable influence third consideration most
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parents have high educational aspirations for their kids and attach a lot of importance to their school uh success and we know from several studies
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that this applies also to socially disadvantaged parents so these considerations imply that um parents uh can play a crucial role for
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the school Success of their children and that they can be motivated to do that however they may not know how to help what to do to support their kids and we
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will see that in some cases they may even hold beliefs that are detrial to the learning of their kids so that is why parenting interventions that provide
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information and and counseling to parents can be particularly important in other words we cannot intervene only on what happens in the school we must
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intervene also on the family environments because these are too important for the development of their kids indeed parents and parenting intervention
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can in a meta analysis that They carried out with mon we analyze 109 intervention studies that have been carried out in the last 20 years in Western countries
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and that focused on parenting interventions and we could identify three main intervention strategies first of all some interventions the
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in the stimulation of kids in the family environment so that they canote second type of inter this is the second type of intervention focuses on Parental disciplinary
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practices the rules and how they can impact the children's and their behavior at all focus on Parental world and
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responsiveness parenting and how they can affect the motivations of children their wellbeing and their social em
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inter H approach com let me give you a concrete example of parent intervention sucessful this is called ready for and
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it was carried out by school year so every week they rece message motivating parents for reading a
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story book to your child isal language message suggesting a specific activity at for reading regularly even only a few
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minutes per evening can be benal and then a growth message providing reinforcement and and using a randomiz control trial where they compare parents benefited
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from this intervention with a control group parents used that they were more involved in school according to their teachers and that their kids experience substantial
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gains in their uh language uh skills first of all uh because quite interesting example of a novel way to communicate with parents
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when we think about talking with parents we have in mind maybe more easily meeting the parents at school but we know that if you organize a collective meeting with parents several
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parents may not come and these may be the parents actually would need need more the support of these kind of parenting interventions every teacher
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organizing the yearly reunion knows that there is a significant number of parents however virually all parents have a telephone
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and reading some text messages doesn't demand much time so it's a more effective strategy to reach parent it's very cost effective and third this is an
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interesting example because it shows how light touch interventions providing in a very short way some key information can modify the
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behavior of parents enhance the skills of children and the Rel they could haveed many other
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examp and to what said of interventions that proved ineffective this is a particularly welld designed intervention because it tled the many
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hardles to parental Improvement involvement experienced by parents for instance in particular socially disadvantaged
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parents may be less self-confident in their capacity to support their kids they may experience linguistic barriers they may experience stressful events that
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reduce their capacity to invest their time and their mental resources in supporting their so it's very important when designing this intervention
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to integrate these barriers and to find the right words the right way to communicate with parents yeah so this example is in this example the the core of the intervention was giving some key uh
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recommendations that are quite age specific such as seeing some nurs Rhymes to your kids okay so we would need to adapt the recommendations very
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frequently as long as children grow up maybe a different strategy is try to use parenting interventions to Foster some kind of more General skills that
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can be relevant throughout the whole career of the students and that is what has been done in a number of interventions and that is the ambition also of our intervention for instance
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parenting interventions can try to work to stimulate the study motivation of kids very schematically in our study we focus on three types of uh motivations
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intrinsic motivations basically uh the extent to which kids are interested in school related topics and enjoy learning controlled motivation the extent to which they
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think that studying is important is useful for their future regardless of whether they like or not and identified motivation which in our specific
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case refers to items that measure to what extent they the kids decare that they want to they study because they don't want to deceive their parents now in our study we have
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measured to what extent these motivations according to theground let me give you a quick overview of the study we target 55 rep
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and rep primary schools in the academies of Paris and Versailles approach 177 classes of grade one and we could
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administer uh teacher questioners parental questioners and student questioners members of these class okay the data that I'm going to present now
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refer to the start of grade one the start of SE November and we are going to see a number of dat where we explore some characteristics of the kids and the
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parents according to the family background of the parents so basically the education of the parents the occupation of the parents and the migration background of the parents
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high education means that one of the parents has a degree medium and secondary degree low less than an upper secondary degree and for occupation this
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is a score that measures the level of incomeon skills of the occupations of parents high medium low and then for the migration background We compare uh uh families were were both parents were
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born in France Mi couples and families were both parents were Bor abroad and what you see here is that actually there are quite
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relevant uh gradients when we look at the green columns so the control motivations instrumental motivations of kids I study because I think or I am
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told that this is important for my future there a privileged background plays a role to some extent also when it comes identifi motivations I study because I
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don't want to we see much less difference or actually quite negligible differences with regard to the intrinsic motivations of the I enjoy St but again keep in mind
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that this is the very beginning of of the point here is that children start primary education with different levels and types of motivations that correlate with their
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second type of Parental influence the type of activities of playful activities that parents and kids so take a look at the blue column
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activities at home such as doing a puzzle together doing a board games together painting together Etc there we do observe massive inequalities
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of parents of parents and to some also Mig these kind of informal learning activities are very important because when they the skills kids the cognitive
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skills language skills but also because for instance by doing a puzzle kids learn to Patient they learn to make a plan for a given task and we know that this kind of skills social behavioral
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skills matter a lot also to succeed in school so we do see clear social gradients in this Dimension and secondly with regards to the brown
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column that relates to participation in school life uh privileged parents for instance attend more often teacher parent
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meetings on the contrary the Great with regard to the other two dimensions are rather small for instance different social groups report discussing with their kids about school life about what
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they did at at school to a rather similar extent the green columns okay and also our index of progressive parenting is doesn't display much
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Variations by the family Background by Progressive parenting we refer to the to which parents explain the home rules to their kids rather than imposing them by
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means of [Music] pun we have explored also to what extent what we call the screen management behavior of
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parents and the homework management of their screen means to what extent parents set and enforce clear rules regarding the use of
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sprs video games television tablets Etc homework management relates to the capacity of kids start autonomously doing the homeworking and remaining focused and
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concentrated these are the items and as we can see there are significant gradients although not very large for these two indexes that go really hand
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suggesting a significant relation between the family background the kind of disciplinary practices at and the kind of self control and consciousness
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[Music] of um next type of uh attitude that we explore relates to uh the way parents and kids
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interpret successes and failures at school okay suppose a kid has a bad grade in math he or she may react saying well I'm not gifted for Math and the parents May
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confirm or question challenge this kind of reaction this reaction is a good example of what we call a fixed mindset so the idea that our skills cannot be
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changed their static tra we can easily understand that if children and parents have this kind of belief when facing learning challenges
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they will be less motivated to display effort basically because they believe that effort is not particularly important that what matters his talent on the contrary parents and kids
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May endorse a growth mindset that is to say they may believe that our skills can be improved with effort and dedication and this will affect their behavior in the opposite
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direction what we see here the blue uh columns is that the the the social position of the parents their level of Education occupation and to some extent their family their migration background
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correlate strongly with the grow mindset privileged parents more often Endor this kind of minds and the last result that I would
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like to present to introduce the intervention is relates to the children's metacognition as it was evaluated by the teachers using a scale deviced
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by so for each student in their class the teacher uh responding to nine items that metacognition score what is metacognition it's essentially the capacity of children of Learners in
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general to reflect about their learning processes to make a plan to track how they are doing and to adjust their uh uh learning strategies accordingly and you can we can easily
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appreciate that this kind of capacity is essential throughout whole students what you see here is that there are social gradients relating to the
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metni in particular to the level of education and of the parents so the idea is that parents that are more schooled that are more educated and that have more skills occupations
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May develop more easily and train more easily these kind of skills and may more easily transmit these skills to their children for instance when about
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why the math test how to prepare the course on math what kind of strategy you can use Azle together to conclude I would like to quickly present the contents of the
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intervention that really build on some of the ideas the the concepts that introduced here we are currently evaluating this intervention using randomized control Tri we administered
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as I told you the questioners to the parents the teachers and the children before the intervention then we assigned half of the classes in our schools to the intervention and half comparison group and then we will
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re we have readministered the same questioners after the intervention and we will be able to connect to collect all these data also to the data of the evaluation National in
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French so quickly uh the the the contents of the intervention the intervention is called and and consists of 16
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videos intended for the parents of students so when they signed in into the project uh these parents um had to sign in a parental consent form where they gave us their phone number and then we
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use their phone numbers to send to these parents some text messages three per week where we present the content of the video of the week we try to motivate
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them to enging this to watch the videos and we provide a link open the structure of the videos is the same all the time so we present to the
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parents a skill a competence of their kids that is beneficial for their SCH sucess of their we explain to the parents that
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they can impact these skills capacity finally provide some concete suggestions tips on how they can improve
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this capacity in their daily interaction the intervention is a strong focus on the accessibility of these contents for par the videos are short they use a simple language and are available in
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several languages for for speaking parents we stress that all parents can play a role regardless of their school experiences of their familiarity with the tips and suggestions are not
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very time demanding and we stress a lot the parents are not supposed to replace the teachers home we rather focus on three
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types of the kind of joint playful activity such as doing a puzzle or a board gam and how they impact their children's skills the family routines how going to the
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supermarket together can be a way to develop some SKS in your children and the kind of General attitudes is the last slide so that gives you the
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content the three main blocks of contents of our intervention first of all we have a number of videos on the study motivations and of the children and how parents in their daily routines and
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interactions with their kids can foster in particular incre we have a second block of videos on selfcontrol how parents can set rules
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and discuss and present and explain these rules to their children in a way to promote their self control skills to help them control their impulsivity this is also very powerful determinant school
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Success and the third block is about metacognition how parents through puzzles to the way they talk about successes and failures and schools can foster the metacognitive skills of their
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kids the underlying idea is the idea of self-regulated learning so the idea that parents can help their kids to become motivated Learners autonomous lers and well organized Learners and we will see
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to what extent suceeded [Applause] in
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