父母参与教育需要理解干预策略、父母的动机、家庭互动的动态、学生的学习过程、教师遵循的方法和学校氛围之间的复杂互动(Colgan, 1997)。Colgan(1997)进行了一项研究，综合了十多年来对学校家长参与和家庭影响的调查。作者特别强调了Conner(1990)、Davies(1994)、Davies and Johnson(1996)、Epstein(1994)和Seeley(1989)所作的工作，所有这些研究都鼓励所有学校采取接近家庭的政策。作者认为，教育、家庭、学校、社会、环境和培训是相互联系的领域。此外，没有与家庭的联系就不可能提供适当的教育。因此,科学界需要持续投资时间和精力进行研究,除了增强知识,使公众意识到家庭问题是社会问题,并试图从童年开始某种家庭教育实践,因为孩子会成年和创建,在正确的时间,一个新家庭。
Parental involvement in education requires an understanding of the complex interactions between the strategies of intervention, the parents’ motivation, the dynamic of family interaction, the students learning process, the methodology followed by the teachers and the school climate (Colgan, 1997). Colgan (1997) conducted a study in which more than ten years of investigation about the parental involvement and the family influences at schools were synthetized. The author gave particular emphasis to the work developed by Conner (1990), Davies (1994), Davies and Johnson (1996), Epstein (1994), and Seeley (1989), all studies that were encouraging all schools to follow a policy of approximation to the families. The author concluded that education, family, school, society, environment and training are associated and linked areas. Further, it is not possible to offer a proper education without the connection with the family. Hence, the scientific community need to continuing investing time and efforts in conducting studies, besides enhancing the knowledge, making the general public aware that family problems are social problems and seeking to start some kind of family education practices from childhood, since the child will reach adulthood and created, in the right time, a new family.