Abstract:

Context:
The transition to school represents a significant milestone in the life of a child and their parents, requiring important adaptation efforts. Research on school transitions consistently highlights communication as a key factor in supporting successful adjustment. However, the communication opportunities offered to parents are often defined by schools, which may not provide equal chances for all to engage. As a result, some parents are perceived as “hard to reach.” Recent studies underline the valuable role of community partners in facilitating communication during this sensitive transition period.

Purpose:
This oral presentation shares the results of a study that aimed to identify communication methods and resources that could be implemented to strengthen communication between schools and parents whose children attend 4-year-old kindergarten in Quebec (Canada).

Method:
Eighteen participants from both the education and community sectors took part in a concept mapping process to identify feasible and important strategies to support communication between schools and families.

Results:
The analysis identified 75 strategies, grouped into six categories, including interpersonal skills and attitudes, school policies, and mechanisms for collaboration with community partners. Participants considered these strategies both important and feasible.

Discussion:
Findings highlight the importance of a coordinated approach to communication between schools, families, and community actors during the transition period. Implementing structured and sustainable communication practices from early childhood can strengthen partnerships, promote equity in parental engagement, and contribute to smoother educational transitions for children. However, these approaches require time, training, and shared commitment from all stakeholders, factors that can be also challenging.

Keywords:

Communication, transition to school, family engagement, community stakeholders.