Parents in dysfunctional family situations and those in intact well-functioning families have distinct requirements for parental learning and parent education. For intact well-functioning families, a developmental-educational paradigm for parent education is more appropriate. Although school-based parent education is ideal for well-functioning families, most policy makers and school leaders have overlooked the utility of this approach. Recent studies, however, have provided further support for in-school parent education. This paper presents some of the results from new research on parental learning and offers findings in support of in-school parent education.
[Copyright of Learning: Research and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/23735082.2015.1028714]