RESEARCH

Research Overview

RESEARCH TITLE

Parental Engagement in Sexuality Education: Investigating the Parent Perspective on Collaborative Partnerships in a NSW Catholic Primary School

UNIVERSITY

The University of Notre Dame Australia

RESEARCH DEGREE

Master of Philosophy (Education)

ETHICS APPROVAL

UNDA HREC 2024-175

This research investigates parents' experiences and perspectives of collaboration with a NSW Catholic primary school in Respectful Relationships, Consent and Sexuality Education (RRCSE).

The findings highlight the importance of moving beyond communication towards more intentional, reciprocal approaches to parent–school collaboration.

Parents expressed a desire to be involved in their children's learning, yet many did not experience existing school communication and engagement opportunities as meaningful invitations to collaborate.

The findings suggest that meaningful collaboration requires more than the provision of information. Parents need opportunities to understand what their children are learning, access practical resources, develop shared language and participate in reciprocal relationships with schools.

The bridge is a central metaphor in this research, representing the relationship between parents and schools in supporting children's learning in Respectful Relationships, Consent and Sexuality Education.

A bridge connects two sides, but its presence alone does not mean that people can or will cross it. In much the same way, schools may provide information, resources and opportunities for parent engagement, yet these opportunities may not always be visible, accessible or experienced by parents as meaningful invitations to participate.

The research invites us to consider collaboration through a different lens. What makes the bridge visible to parents? What enables them to feel invited, prepared and confident to cross it? And how might schools create opportunities for genuine exchange, where both parents' experiences and schools' professional knowledge contribute to supporting children's learning?

The findings suggest that meaningful collaboration requires attention to visibility, invitation, shared language, practical resources and reciprocity. Rather than viewing parent engagement simply as the communication of information from school to home, the bridge encourages us to consider collaboration as a relationship that is intentionally developed, supported and sustained.

At the centre of this relationship is the child, whose learning and development are influenced by the connections between home and school.

"A bridge only serves its purpose when it can be seen, trusted and crossed from both sides."