A Review Research of Collaborative Education among Families, Schools and Communities

Abstract

Recent theoretical research on home–school–community collaboration remains limited in scope, primarily employing social capital theory and Epstein’s framework of home–school partnerships to address educational inequities, such as racial disparities. Few studies explore how families and schools might effectively engage with communities and social organizations, and existing discussions largely focus on higher education contexts, emphasizing student employability. A synthesis of the literature underscores critical perspectives for meaningful collaboration, highlighting the need to center children’s well-being and development while adapting interaction settings—such as parental involvement in homework within the home—to specific activities. Importantly, the diversity of family backgrounds complicates school-led initiatives, potentially leading to misconceptions among educators regarding partnership efficacy. This review calls for more nuanced approaches to collaborative practices that acknowledge contextual complexities.