These Guidelines are the product of reflection on the issues that were presented in the field in Mafraq governorate in Jordan where a large population of Syrian refugees live alongside their Jordanian neighbors, many of whom come from lower socio-economic backgrounds.
In this context it was observed that teachers and parents rarely talk and generally only for negative issues. Once identified as a significant issue, a comprehensive overview of parent and teacher communication strategies in other parts of the world was conducted and read in light of the challenges identified in the Mafraq context.
The initial drafting of these guidelines was synthesized here in the form of practical guidelines for other partners in the field in Jordan and elsewhere, who too are committed to improving the access to quality education for all children.
