Qualitative, case study research was utilized to determine “What barriers are present within the home and elementary school environments that may prevent the formation of productive relationships?”

This information was gathered from families who have elementary-age children participating in the Transition Project currently under research at Virginia Polytechnic University. This data will assist schools as they research current parental involvement programs that target positive, relationship-building between the home and the school.

Information was collected, coded and analyzed from the following five interactive sources: (1) family interviews, (2) school interviews, (3) home and school conferences, (4) home visits, and (5) informal interactions.

Contacts were documented utilizing aggregated field notes that were subsequently analyzed to build thematic structures of the barriers present. Cross-case analysis yielded three classifications of home and school barriers. A conceptual framework is presented which focuses on positive contacts between the home and school and targets the home environment as an untapped resource for parental involvement.

The suggestions presented do not require allocation of funds, but rather comprehensive, hands-on research into identifying and eradicating the barriers that may be present in the home or school environment.