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A systematic review of the impact of technology-mediated parental engagement on student outcomes

See, B.H. and Gorard, S. and El Soufi, B. and Lu, B. and Siddiqui, N. and Dong, L. (2021) 'A systematic review of the impact of technology-mediated parental engagement on student outcomes.', Educational Research and Evaluation, 26 (3-4). pp. 150-181.


There is considerable evidence that the level of parental involvement is closely associated with children’s school outcomes. Schools are increasingly using digital technology to engage parents but the impact of such technology on students’ learning behaviour is still unclear. This paper reviews and synthesises international evidence from 29 studies to establish whether technology-mediated parental engagement can improve student outcomes. While the review suggests promising evidence in school-parent communication via phone, texts or emails on children’s attainment, attendance and homework completion, such communications have to be two-way, personalised and positive. The evidence for home computers and other portable devices is inconclusive. There is no evidence so far that online technological devices and digital media are effective for improving school outcomes. Current research on the use of such technology is weak. Research in this field needs to consider a more careful and scientific approach to improve the evidence base.

Item Type:Article
Full text:Publisher-imposed embargo until 13 November 2022.
(AM) Accepted Manuscript
Available under License - Creative Commons Attribution Non-commercial.
File format - PDF
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution Non-commercial No Derivatives 4.0.
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Publisher statement:© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Date accepted:28 April 2021
Date deposited:30 April 2021
Date of first online publication:13 May 2021
Date first made open access:01 June 2021

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