View article

Although schools are the institution formally charged with educating our nation’s youth, the role of families and the home environment in students’ development and academic, behavioral, social, and emotional competence is undisputed. Together, families and schools are the primarily socialization agents of youth. Too much time has been spent describing the contributions of one or the other and interventions have been limited to singular targets rather than maximizing the synergistic influences of home and school.

Ecological systems theory provides a compelling theoretical basis for considering home and school contexts in concert (Bronfenbrenner, 1992), and draws attention to relationshipsand congruenceacross these contexts, as well as how students’ time is passed not only during the school day, but outside of school (Reschly & Christenson, 2009). Implicit in this theoretical orientation is the notion that well …