Gathering Parent Support for School Programs

The end-of-season celebrations can bring communities together for a time of reflection and appreciation; however, on this awards night, the athletic director notices attendance seems low. The students have come to celebrate, but the parents seem disinterested, and some are even absent.

There can be a variety of causes that affect attendance at any number of school events, but if a school is to be a center of community, school leaders must plan and promote how to strengthen parent and community support. When schools state and use their mission to promote inclusion, share athlete participant student data, create opportunities for parents to help, and share protocols and procedures for when complaints arise, they are more likely to have an involved parent community that works for entire school success.

School Missions and Testimonials
Most schools have orientations for athletics and activity programs. Some of those orientations focus on the basic requirements and expectations of how students will be held accountable for their participation, but these meetings are also an opportunity to share school and program values. These meetings can be stated and explained by school leaders so parents can see how they are visible in the students and coaches, but the orientation sessions can also be shared dynamically through different formats.

School leaders can produce videos or have student video classes create media that highlight the school mission and vision and share them at these meetings. Junior and senior class leaders can be given speaker roles where they can share how they want to be supported and share what they most appreciate about their programs.

What is sometimes overlooked is the role the NFHS and NIAAA play in having promotional materials available for school leaders. During these meetings, schools can use the online resources including NIAAA public-service announcements or the NFHS “Parent Seat” course on the NFHS Learning Center. This is also another way to promote the NFHS Parent Credential courses and certificate on the Learning Center – resources that give parents a better understanding of the high school athletic experience. For additional incentive, schools may provide one free game entry for those who complete a course or complete the credential.

Qualitative and Quantitative Participant Data
In schools that are data-driven, it becomes essential to review end-of-season data to reveal trends to drive improvement within programs. When the data collected is shared transparently with the entire school community, it allows school partners to better understand the complexities of high school athletics and activities and better understand their role as supporters.

Meaningful data such as actual costs of transportation, uniforms and equipment; team cohort GPA; and seniors from the previous year attending college can be eye-opening for parents. Once these datapoints are shared, parents have a better understanding of where they can support programs.

It is equally important to share qualitative data – statements from students about what they felt most impacted their experience. End-of-season survey results from the previous season can be shared with parents. Survey questions may include:

1. What was the best part of being part of the high school team?

2. What did you feel your parents helped you with while playing your sport?

3. What did you wish your parents better understood regarding how to support you during a game or season?

Answers should be shared anonymously, but their testimonial impact can help everyone identify and find ways to better create positive environments for all students.

Share Parent Volunteer Opportunities
Whether it is helping provide snacks during halftime of a game or keeping the scorebook at away games, there are a variety of ways parents can become part of programs. With school finances being a source of struggle for many schools, it is important to share ways parents can contribute.

Scoreboard operation, help with transport of students, pregame and postgame meals are just a few ways to involve parents, but there may be additional opportunities as well. Depending on the school and district, there may be volunteer coach openings, positions within local game official organizations, and even district or site parent representative group openings that focus on gathering parent feedback to help drive school and program improvement.

Published Protocols to Address Complaints
Promoting practices that help foster education as a focus point for all athletics and activities can help everyone work toward a better high school experience, but there will always be times when a parent may face an impasse with school leadership. In these instances, clearly stated and published protocols can help both the school partner and school leadership navigate steps to resolve complaints.

School leaders should take steps to show that complaints must be directed in writing to school leadership rather than in a verbal conversation. This increases accountability and allows parents to collect their thoughts and reflect on whether their original reason for an adverse response is appropriate.

It is equally important for schools to set reasonable deadlines for response. For example, a school may respond to a parent that although the complaint was received within 24 hours, addressing the complaint may take up to three working days so that a reasonable investigation can occur.

Limitations on what is worthy of investigation also need to be communicated to parents. For example, playing time may be decided by a coach, and such decisions do not merit investigations as coaches are paid to make decisions. On the other hand, if a complaint centers on inappropriate language usage, school leaders may investigate, follow local district and school human resources procedures, and respond to parents accordingly.

Final Thoughts
Students who participate in high school athletics experience a journey of growth, and parents want to be part of it. In the student experience, students learn that their dedication and commitment can lead to both the elation of victory and agony of defeat, and schools that acknowledge that both outcomes present experiences which are beneficial to participants are more likely to have parents who have a better understanding of the purpose of high school athletics and activities. Just as students learn to balance perspective and workload, appreciate all outcomes, and practice good sportsmanship, parents can learn that they are part of the process to support students and can be valued partners in education.