Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants - How New is “New”?

Oct 15, 2026

The Ontario Ministry of Education introduced the Parent Engagement Policy for Ontario Schools in 2010 to guide how schools, boards, and the ministry implement parent engagement. A mixed-methods case study examines parent and teacher experiences and clarifies the practical implications of the policy’s goals. Findings indicate mismatches between actual and desired engagement levels for new immigrant families versus established families, and highlight teacher education in parent engagement as a useful professional development strategy to strengthen partnerships.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Abstract

Introduction

Background

Conceptual Framework for Parent Involvement and Parent Engagement

Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants: How New is “New”? Kathleen King-Yin Wong Niagara University Abstract The Ontario Ministry of Education announced the Parent Engagement Policy for Ontario Schools in 2010. This policy aims to support parent engagement and provides a vision of its implementation at schools, boards, and the ministry. This mixed methods case study sheds light on its implementation and thus its implication by exploring the parent engagement experiences of parents and teachers. The study results reveal that the actual and desired levels of engagement are different between new immigrants and the established or non-immigrant families, and that teacher education in parent engagement is desirable in optimizing parent partnerships. Keywords: immigrants, parent engagement, policy, parent involvement, teacher education, professional development Résumé Le Ministère de l’éducation de l’Ontario a annoncé le Parent politique d’engagement pour les écoles de l’Ontario en 2010. Cette politique vise à soutenir l’engagement parent et Canadian Journal of Education / Revue canadienne de l’éducation 38:3 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) fournit une vision de sa mise en œuvre dans les écoles, les conseils scolaires et le ministère. Cette méthodes mixtes étude de cas met en lumière sa mise en oeuvre et donc son implication en explorant la participation des parents expériences vécues par les parents et les enseignants. Les résultats de l’étude révèlent la réelle et désirée niveaux d’engagement sont différentes entre les nouveaux immigrants et les établis ou de non-immigrant, familles et que la formation des maîtres en participation des parents est souhaitable dans l’optimisation des partenariats parent. Mots-clés : immigrés, participation des parents, la participation des parents, la formation des enseignants, le développement professionnel, politique, défense des intérêts du public Canadian Journal of Education / Revue canadienne de l’éducation 38:3 (2015) [www.cje-rce.ca](www.cje-rce.ca) Introduction The demographic change projected by Statistics Canada (2010) for the next 20 years has significant implications for the education systems in Canada. While the Ontario Ministry of Education acknowledges the importance of partnerships with parents in support of student achievement (Epstein, 1996; Henderson & Mapp, 2002; Jeynes, 2007) in its Parent Engagement Policy for Ontario Schools (Ontario Ministry of Education, 2010), little research has been done in Ontario to provide insights into optimizing parent engagement specifically regarding the growing population of visible minority immigrant families. There is also a void that needs to be filled in terms of the understanding of the unique perspectives of new immigrants in relation to parent engagement, especially when the Ontario Ministry of Education’s definition of new immigrants (those who arrived in Canada within the last three years) is taken into account. Considering the above, this mixed methods study identifies the actual and desired levels of parent engagement, explores the differences between new immigrants and the established or non-immigrant families in their perceptions on the topic, and notes the implication for teacher education in parent engagement for comprehensive implementation of the Parent Engagement Policy for Ontario Schools. Background Conceptual Framework for Parent Involvement and Parent Engagement Numerous researchers have found that students do better when their parents are involved and/or engaged with their education. A comprehensive review of 51 quantitative and qualitative research studies have shown that parental involvement and engagement in the education of their child (from early childhood to Grade 12) are linked to outcomes such as increased academic a

FAQs

What is the Parent Engagement Policy for Ontario Schools (2010) intended to do?

It aims to support parent engagement and provides a vision for implementation across Ontario schools, school boards, and the ministry.

How does the study compare parent engagement levels between new immigrants and established families?

It finds differences between actual and desired engagement levels for new immigrant families compared with established or non-immigrant families.

Why does the article emphasize teacher education in parent engagement?

It identifies teacher education in parent engagement as desirable for optimizing parent partnerships and supporting comprehensive policy implementation.

Oct 15, 2026

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