Famiglie, parental engagement e dispersione scolastica, nella percezione degli e delle insegnanti della Secondaria di primo grado. Una Ricerca-Formazione nel contesto italiano

Abstract

Over the past decades, family involvement in school life has gained increasing relevance in educational, psychological, and social research, emerging as a key factor in students’ academic success and well-being. Teachers, as central figures in educational and schooling processes, play a crucial role in fostering parental participation in their children’s educational pathways, thereby contributing to the development of meaningful educational partnerships. Understanding how teachers perceive families and their involvement is therefore essential for designing strategies aimed at promoting effective school-family partnerships, particularly in contexts that are more vulnerable to the risk of school dropout. This paper examines teachers’ perceptions of families, with reference to parental engagement, both through a review of relevant literature and through the analysis of a portion of the data corpus collected and produced within a national Research-Training (R-T) project conducted in lower secondary schools located in different regions of Italy.