Key Stakeholders in this Model of Support?


One of the most influential and perpetuating changes to education involved the simple idea that the child, not the teacher or the learning materials, should be the key focus in their education (5). If school meetings are about the support and progress of our students, then considering their place at the centre of these spaces will be important.


Parents are defined here as anyone with parental responsibility for the student and their families which may include relatives, friends and other confidants who provide nurture and support to the young person. Understanding the family of origin is key to understanding the student.

Teachers/School Staff

Teachers and school staff are often given the responsibility of running these meetings and creating spaces for families to learn about the progress the student has made. They can also instigate meetings or respond to meeting requests. As a representative of the school, the school system and sometimes pedagogy as a whole, educators have a key role to play.

Outside Agencies

If a student has a special educational need or receives support from other professionals, it may be important to include them in the meeting model. They need to understand how they can support the student in their role, alongside school staff.

Governing Bodies

Governing bodies have been described as having three key roles:

“Ensuring clarity of vision, ethos and strategic direction

Holding executive leaders to account for the educational performance of the organisation and its pupils, and the effective and efficient performance management of staff

Overseeing the financial performance of the organisation and making sure its money is well spent“ (6)

With this kind of responsibility, it is important to think about how they might influence parent/student interactions, policy and school culture.

(5) Fallace, T. (2015). The Savage Origins of Child-Centered Pedagogy, 1871–1913. American Educational Research Journal, 52(1), 73–103.


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