Revisión sistemática de la relación escuela-familia: Perspectivas y tendencias

Alexander Rodríguez-Bustamante; Luis Fernando Cardona Palacio

doi:10.48204/rea.v4n2.8846

Submitted December 3, 2025

Published 2025-12-04

Artículos

Vol. 4 No. 2 (2025): REA: Revista Científica Especializada en Educación y Ambiente

Systematic review of the school-family relationship: Perspectives and trends

Alexander Rodríguez-Bustamante⁺⁻
Luis Fernando Cardona Palacio⁺⁻

DOI https://doi.org/10.48204/rea.v4n2.8846

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DOI: 10.48204/rea.v4n2.8846

Published: 2025-12-04

How to Cite

Rodríguez-Bustamante, A., & Cardona Palacio, L. F. (2025). Systematic review of the school-family relationship: Perspectives and trends. REA: Revista Científica Especializada En Educación Y Ambiente, 4(2), 79–110. https://doi.org/10.48204/rea.v4n2.8846

Abstract

The school and family play critical roles in shaping the education of preschool, primary, and secondary students. Despite ongoing academic debates, the relationship between these institutions and their impact on student performance has been recognized as a vital strategy in promoting children's and adolescents' learning. This study aims to map the scientific production related to school-family relationships through a scientometric analysis using the Web of Science (WoS) and Scopus databases. Following the PRISMA methodology for systematic reviews, the research identifies major contributing countries, journals, and academic communities in this field. Furthermore, the Tree of Science (ToS) algorithm is applied to classify the literature into foundational, structural, and emerging research areas. Results highlight the interdisciplinary nature of the topic, with contributions spanning education, psychology, and sociology. Strengthening the scientific understanding of these dynamics could contribute to developing more effective educational policies and practices that enhance collaboration between schools and families across diverse socio-cultural settings.

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References

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[1] Afacan, K., Bal, A., Artiles, A. J., Cakir, H. I., Ko, D., Mawene, D., & Kim, H. (2021). Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study. Learning, Culture and Social Interaction, 31, 100569. https://doi.org/10.1016/j.lcsi.2021.100569

[2] Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11, 959–975. https://doi.org/10.1016/j.joi.2017.08.007

[3] Auerbach, S. (2012). School leadership for authentic family and community partnerships: Research perspective. Taylor & Francis.

[4] Barrera-Rodríguez, A. M., Duque Oliva, E. J., & Vieira Salazar, J. A. (2023). Actor engagement: origin, evolution and trends. Journal of Business & Industrial Marketing, 38(7), 1479–1497. https://doi.org/10.1108/jbim-11-2021-0512

[5] Baxter, G., & Kilderry, A. (2022). Family school partnership discourse: Inconsistencies, misrepresentation, and counter narratives. Teaching and Teacher Education, 109, 103561. https://doi.org/10.1016/j.tate.2021.103561

[6] Blondel, V. D., Guillaume, J.-L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, 2008(10), P10008. https://doi.org/10.1088/1742-5468/2008/10/P10008

[7] Bonanati, S., & Rubach, C. (2022). Reciprocal relationship between parents’ school- and home-based involvement and children’s reading achievement during the first year of elementary school. Societies, 12(2), 63. https://doi.org/10.3390/soc12020063

[8] Bornmann, L., & Haunschild, R. (2023). Analysis of research performance using Scopus and Web of Science: A comparison of database coverage and citation impact. Journal of Informetrics, 17(1), 101234. https://doi.org/10.1016/j.joi.2023.101234

[9] Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844–850. https://doi.org/10.1037/0003-066X.34.10.844

[10] Bruk, Z.Y., & Ignatjeva, S.V. (2021). Subjective well-being of 10- and 12-year-old children in the space of satisfaction with family, school and friends. Psychological Science and Education, 26(6), 164–175. https://doi.org/10.17759/pse.2021260613

[11] Butler, N., Quigg, Z., Bates, R., Jones, L., Ashworth, E., Gowland, S., & Jones, M. (2022). The contributing role of family, school, and peer supportive relationships in protecting the mental wellbeing of children and adolescents. School Mental Health, 14(3), 776–788. https://doi.org/10.1007/s12310-022-09502-9

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