Parents International had the privilege of participating in the European Consortium for Sociological Research (ECSR) Conference 2026, hosted in the remarkable surroundings of Trinity College Dublin on 15-17 June. Bringing together leading sociologists, researchers, and practitioners from across Europe and beyond, the conference provided a stimulating space for discussing some of the most pressing challenges facing our societies today.

For many participants, the setting itself was a source of inspiration. Trinity College, with its centuries-old history, beautiful architecture, and vibrant academic atmosphere, offered a fitting backdrop for conversations about the future of education, social cohesion, and institutional trust. Walking through the historic campus, one could not help but reflect on the role educational institutions have played – and continue to play – in shaping societies. The contrast between the college’s rich educational heritage and the rapidly changing realities facing schools today made many of the discussions feel even more relevant.

Among the many fascinating sessions, some featured colleagues from our EFFEct project, but interesting presentations did not stop here. From siblings’ effect on academic outcomes to the relationship between child poverty and academic outcomes, many papers had relevant information for our own research, and also offered opportunities for raising questions.

We were delighted to present our paper, “Broken Education Ecosystems: Misalignments Between Families and Schools in Hungary and the Netherlands.” The presentation generated a lively discussion and thoughtful questions from colleagues working in sociology of education, inequality, governance, and family studies. Time was short, but we continued in the coffee break – and will probably continue doing so after the event.

When Schools and Families Misunderstand Each Other

Our research starts from the fact that education does not happen only in schools, or rather mostly happens outside of it. Children learn within a broader educational ecosystem that includes families, schools, communities, and peer networks. While schools are formal providers of education, families remain children’s primary and lifelong educators.

The school closures of 2020-22 and the crises that followed highlighted how interconnected these actors are. At the same time, they revealed significant weaknesses in the relationships between them. Despite decades of research demonstrating the importance of family-school collaboration, schools and families frequently operate in parallel rather than in partnership.

Using survey and discussion data collected in Hungary and the Netherlands as part of a larger international research project spanning sixteen countries, we explored how parents, students, teachers, and school leaders understand the purpose of schooling, how they evaluate schools’ performance, and how they perceive one another’s expectations.

Misalignment Rather Than Disengagement

One of the most striking findings presented was that the barriers to collaboration are often rooted in misunderstanding rather than lack of commitment.

Teachers frequently assume that parents are primarily concerned with academic achievement or preparation for the labour market. Parents and students, however, place much greater emphasis on social-emotional development, fairness, well-being, and feeling supported. Similarly, teachers often interpret limited parental presence in school activities as a lack of interest, while parents report feeling unwelcome, unheard, or constrained by school practices that do not accommodate their realities.

These patterns were particularly pronounced in Hungary, but they also appeared in the Dutch context despite generally higher levels of trust between stakeholder groups.

Importantly, our findings challenge the widespread narrative of parental apathy. Across both countries, parents consistently expressed strong concern for their children’s education and well-being. The issue is not that families do not care; rather, schools and families often operate with different assumptions about what matters most and how collaboration should take place.

Educational Ecosystems Can Be Repaired

The concept of a “broken educational ecosystem” that we are discussing a lot lately does not imply that schools, teachers, or families are failing. Instead, it highlights the cumulative effects of misaligned expectations, communication barriers, and institutional cultures that prevent meaningful collaboration.

Our research suggests that repairing these ecosystems requires more than formal policies mandating parental involvement, namely, a drastic shift towards parental engagement. Genuine change depends on building trust, creating inclusive opportunities for participation, and supporting school leaders and education professionals to engage parents and families as equal partners with school.

From a sociological perspective, the findings also remind us that educational outcomes are shaped not only by resources and policies but also by relationships, power dynamics, and institutional cultures. Understanding these dynamics is essential if schools are to remain trusted institutions capable of supporting both learning and social integration in increasingly complex societies.

Looking Ahead

The discussions at ECSR 2026 reinforced the importance of bringing together researchers, practitioners, and families to address these challenges collaboratively. We left Dublin inspired – not only by the beautiful surroundings of Trinity College, but also by the energy, curiosity, and commitment of colleagues working on research with the aim of better understanding how education systems can become more equitable, inclusive, and responsive.

We look forward to continuing these conversations and sharing further findings from our ongoing work on educational ecosystems, parental engagement, and the future of family-school partnerships.

Eszter Salamon