From Classroom to Living Room: Exploring Parental Involvement in K–12 Literacy

This report shares findings from the 2025 Back-to-School Teacher Survey, capturing the perspectives of 1,518 K–12 educators about parental involvement in reading development. While most teachers value family engagement, 77% report only low to moderate involvement from parents. Major barriers include parents’ work schedules, limited understanding of how to help, and language challenges. These findings point to the urgent need for accessible parent training, multilingual materials, and better support systems.

Teachers expressed strong interest in sharing science of reading principles with families, but only 15% currently provide structured, research-aligned activities for home use. The majority rely on general advice or offer no guidance at all. Teachers also lack tools to measure impact, with more than half depending solely on observation.

In terms of communication, most teachers use traditional formats like conferences and newsletters, but many want more dynamic platforms that allow for real-time updates and personalized outreach. Survey responses show clear demand for in-person workshops, video tutorials, and decodable materials parents can use at home.

The report concludes that successful parent engagement requires a coordinated, flexible approach. By aligning teacher training with family engagement efforts and offering accessible resources, district leaders have a clear opportunity to support stronger reading outcomes for all students.