Academy of Educational Leadership Journal (Print ISSN: 1095-6328; Online ISSN: 1528-2643)

Viewpoint: 2023 Vol: 27 Issue: 2

Building Strong Student-Parent-Teacher Relationships: Strategies for Enhancing Academic Performance and Student Success

Martin McIntosh, Simon Fraser University

Citation Information: McIntosh, M. (2023). Building strong student-parent-teacher relationships: Strategies for enhancing academic performance and student success. Academy of Educational Leadership Journal, 27(2), 1-3.


The student-parent-teacher relationship is a vital aspect of education that has a significant impact on a student's academic performance and overall well-being. This relationship forms a triangle where communication and collaboration among the three parties are necessary for the student's success. The student-teacher relationship focuses on learning, while the parent-teacher relationship is centered on monitoring and supporting their child's education. The student-parent relationship involves communication, trust, and understanding to create an environment where the student feels supported and encouraged. When these relationships are strong, students feel safe, motivated, and engaged in their learning. This abstract highlights the importance of fostering positive student-parent-teacher relationships to enhance academic performance and overall student success.


Student-Parent-Teacher Relationship, Academic Performance, Student Success, Communication, Collaboration, Involvement, Accountability, Strategies.


The student-parent-teacher relationship is a crucial factor in the academic success of a student. The relationship forms a triangle between the student, parent, and teacher, with each party playing a significant role. This relationship's quality is dependent on communication, trust, and collaboration among the three parties to create a supportive learning environment. This research article aims to explore the importance of the student-parent-teacher relationship, the factors that contribute to its success, and its impact on the academic performance and overall well-being of students (Coleman et al., 1996; Jacoby & Garland, 2004).

Importance of Student-Parent-Teacher Relationship:

The student-parent-teacher relationship is essential for several reasons. First, it creates a support system for the student. When the parent and teacher work together, they can identify the student's strengths and weaknesses, which enable them to provide the necessary support to enhance the student's learning experience. This support system ensures that the student receives consistent messages about academic expectations, which helps to reinforce the importance of education (Kimbark et al., 2017; Maier, 2014).

Second, the student-parent-teacher relationship fosters communication. When the three parties work together, they can share information about the student's academic progress and any issues that may be hindering the student's performance. This communication enables the parent and teacher to develop strategies that will assist the student in overcoming any obstacles to their success.

Third, the student-parent-teacher relationship promotes trust. When the student sees that their parent and teacher are working together, they are more likely to trust and respect both parties. This trust can result in the student being more open to feedback and accepting criticism, which can ultimately lead to improved academic performance (Watson, 2019).

Factors Contributing to the Success of the Student-Parent-Teacher Relationship

Several factors contribute to the success of the student-parent-teacher relationship. First, communication is essential. The parent and teacher must communicate regularly to share information about the student's academic progress and any concerns that may arise. This communication can take many forms, such as parent-teacher conferences, email, or phone calls.

Second, collaboration is crucial. The parent and teacher must work together to develop strategies that will assist the student in achieving their academic goals. This collaboration can involve developing a plan for homework or study schedules or implementing behavior management strategies.

Third, trust is fundamental. The parent and teacher must trust each other's judgment and work together to provide a supportive environment for the student. This trust can be built by keeping lines of communication open, being honest, and showing respect for each other's opinions.

Impact of Student-Parent-Teacher Relationship on Academic Performance and Overall Well-being

Research has shown that a positive student-parent-teacher relationship has a significant impact on academic performance and overall well-being. A study conducted that when parents and teachers work together; students achieve higher grades, have better attendance rates, and are more likely to graduate from high school. Another study found that positive student-teacher relationships were associated with higher levels of student engagement and motivation.

Moreover, a positive student-parent-teacher relationship can also impact the student's social and emotional well-being. A study found that students who had positive relationships with their teachers had higher levels of well-being, such as greater self-esteem and a more positive self-concept (Wood-Van Horn, 2022).


The student-parent-teacher relationship is a critical factor in a student's educational journey. It creates a supportive environment, fosters communication and accountability, and positively impacts academic performance, behavior, and overall well-being. Schools can use various strategies to foster positive relationships among the three parties, including regular communication, respect and understanding, involvement, and clear expectations. By fostering positive relationships, schools can enhance student success and create a sense of community and involvement.


Coleman, P., Collinge, J., & Tabin, Y. (1996). Learning together: The student/parent/teacher triad. School Effectiveness and School Improvement, 7(4), 361-382.

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Received: 07-Mar-2023, Manuscript No. AELJ-23-13429; Editor assigned: 09-Mar-2023, PreQC No. AELJ-23-13429(PQ); Reviewed: 16-Mar-2023, QC No. AELJ-23-13429; Revised: 22-Mar-2023, Manuscript No. AELJ-23-13429(R); Published: 29-Mar-2023

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