How schools report to parents and whānau has a statistically significant impact on schools’ approaches to supporting positive behavior, wellbeing, and attendance – three crucial support systems identified in the 2024 National Survey of Schools.
In this research brief, NZCER explores how assessment and reporting practices shape and influence these support systems, with a particular focus on attendance – one of the four Common Components schools are expected to include in reports to parents and whānau.
He kitenga | Findings
We found that reporting to parents and whānau acts as a key mediator between school culture and schools’ support systems. While assessment and reporting practices are interrelated and both shaped by school culture, only reporting practices directly predict all three of attendance, wellbeing and behaviour.
This suggests that it is not simply the assessment information schools generate, but how effectively schools communicate this information to families that drives stronger school support systems.
Assessment and reporting practices therefore play a central role in translating positive school culture into stronger systems that support student engagement and attendance.
This highlights the importance of in-school factors, particularly reporting to parents and whānau, in encouraging students to attend school regularly and meaningfully.