A teacher talking with a parent/carer

Share information through home–school communication

teaching practice

For student year

Middle years

Helps students to

  • be supported across settings
  • Helps teachers to

  • build partnerships
  • understand their students
  • Summary

    Students may not always communicate with their parents/carers about what is happening at school, or with their teachers about what is happening at home. If parents/carers and teachers don’t know about students’ issues in areas such as relationships, bullying, homework, and assignments, they can’t provide support in these areas. 

    Home–school communication involves a student’s parents/carers and teachers sharing important information about the student on a regular basis to support the student’s success at home and school. A strong partnership between home and school helps parents/carers and teachers to provide consistent support across home and school settings.

    Home–school communication can also help parents/carers support middle years students with other aspects of entering high school, such as taking the appropriate materials every day for each subject and being prepared for changes to timetables for special events like sporting carnivals.

    Teachers can foster strong partnerships by providing parents/carers with clear guidance and up-to-date information about student progress and homework. Similarly, parents/carers can provide information that will help teachers to develop students’ education plans and understand their social and emotional wellbeing.

    How the practice works

    Watch this video to learn more.

    Duration: 3:26

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    Preparing to teach

    Before meeting with parents/carers, identify a range of communication channels you could use in home–school communication. The channels should suit a range of preferences and needs.

    Why home–school communication is important


    When a parent/carer says, ‘Do you have any homework to do today?’ they mean, ‘Do you have any homework that you should do today because you have assignments due soon, or upcoming tests that you should study for, or other homework that is due soon that you should get started on?’

    A student on the autism spectrum may interpret the question as, ‘Were you assigned any homework today?’ or, ‘Do you have any homework to do today because it is due tomorrow?’  

    The student’s answer might genuinely be ‘no’.  


    A student might tell a parent/carer they have no homework because they are:

    • avoiding a task they don’t understand
    • afraid of failure.  

    Strong home–school communication helps parents/carers to support students to successfully complete homework, assignments, and test preparation. 

    Communication channels

    It works better if the teacher:

    • uses clear and accessible language, avoiding education jargon
    • agrees with parents/carers on the type and extent of home–school communication 
    • offers a range of communication channels to parents/carers, e.g. meetings, phone calls, emails
    • doesn’t take criticisms personally – parents/carers of students on the autism spectrum often experience intense stress and may have a history of negative encounters with schools
    • acknowledges the perspectives of parents/carers 
    • ensures that home–school communication is constructive and positive.

    It doesn't work if:

    • home–school communication is mainly negative.

    Below is an example of a channel that helps build strong home–school communication – an online tool that teachers can use to keep parents up to date.

    A screenshot of the Edmodo platform

    In the classroom

    Meet with parents/carers at the start of the school year

    • Offer a range of communication channels, e.g.: 
      • a communication book
      • a class website
      • regular meetings
      • an email address or phone number.
    • Advise parents/carers what information will be communicated and how, focusing particularly on homework and assignments.
    • Ensure parents/carers have adequate instructions and resources if a communication channel is technology-based. 
    • Inform parents/carers about all opportunities for formal meetings and engagements.


    • Review communication with parents/carers each school term. Identify any difficulties and revise accordingly.
    • Regularly share information about students with parents/carers, helping them to understand what their child achieves in class.
    • Consider what information from parents/carers might assist classroom and instructional planning, e.g. special interests that may help to motivate a student.
    • Provide regular updates about homework and assignments.

    Continually review

    Review home–school communication throughout the school year.

    Make suitable adjustments during the year and for the next year.

    Practice toolkit

    Practice implementation planner template

    We know that it is not always easy to keep track of what is working and what is not. So, we have created this template for you to record and reflect on what you are doing to help you create a more inclusive classroom. The implementation planner contains:

    • Guidance around goal setting
    • Reflection section (What worked, didn’t work and what to change and next steps.)
    • Prompting questions

    Implementation planner template

    Implementation planner with examples

    Set your professional learning goal for:

    Share information through home–school communication
    You can set and save your goal for inclusive practices using inclusionED. Saved goals will appear in your profile. Here you can access, refine and review your goal easily.

    Benefits of goal setting

    Setting, working towards, and reflecting on goals helps you grow professionally and improve your practice. You can access AITSL learning resources for teachers to learn more about:
    How to set goals
    The Australian Institute for Teaching and School Leadership recommends using the SMART matrix to frame your goal setting.

    SMART goals refers to goals that are:
    • Specific
    • Measurable
    • Achievable
    • Relevant
    • Time-phased
    Read more about Improving teaching practices.


    Home–school communication: Practice brief

    Related Practices

    This practice is from the core research project