 We know from research that the way parents support their children depends strongly on the social background. Parents coming from disadvantaged social backgrounds often have the feeling that they can't support their children sufficiently. They are often afraid of getting in touch with the teachers. But what should be taken into account is because these parents are often labelled as hard to reach parents. That is not true. And I think what is really important when we are talking about parents from low SES backgrounds or migration backgrounds, that they all made their own experiences in school. And this labelled hard to reach is a very individual centre perspective and it doesn't take into account structured barriers. Because schools are very oriented towards a middle class habitus. The way the middle class speakers is reflected by the teachers. So I think what is very important when getting into touch with parents who are labelled as hard to reach is the language. You should adopt your own language to the language of the parents. That's very important. We know from research that parents regardless of their income, education level, they are all involved in the education of their children. The way how they can support their children depends on their economic, cultural and social capital. So I think this is very important to keep in mind when talking about parents from low SES backgrounds. The improvement should be from sending information and waiting for the parents to react on it to communication. When we do have our own messages we listen to each other and we react on each other's messages. And well of course it's a kind of cultural shift because it also needs a reassessment of the role of the teacher in the communication process. So first of all the improvement is in that, in really setting up communication which is a two way thing and not a one way thing. And of course ticking off the boxes that the parents saw it and signed it is not a real feedback in the communication loop. Very often there is a problem of language. And I'm not talking about having different lingos but it's having different vocabularies. It is especially a big problem if the parents are low socioeconomic status or if they are very high. With very high socioeconomic status there is also this kind of bad feelings on the side of the teacher that they are kind of inferior to them. And that's an area that we usually neglect when we talk about parental engagement because we rather focus on how to communicate with low income or low socioeconomic status parents. But in my experience very high SCS parents, very high socioeconomic status parents are just as difficult to communicate with. Especially because many of them know it all type of approach people. When you have communication issues with low socioeconomic status parents you very often forget that they have a huge backpack of bad experiences with teachers. So their communication status or their initial kind of attitude towards communicating with you as a teacher is communicating with an enemy. Because they did have their own bad experiences in their own schooling and those problems can only be overcome if you show them that this is not that kind of frightening situation. That their children will not suffer but they will benefit from being in your school or in your class. For these problems usually there are two good types of solutions. One is to go out of the school and meet the parents somewhere else where they feel comfortable because they definitely will not feel comfortable coming into the school. Or you can also create different circumstances in a school. I was in an Irish school once where they had mostly unemployed parents around and the head teacher decided to transform the parent teacher meeting room into a music room. And they invited all the parents from the neighborhood to come in and play music. And the teachers were highly encouraged to spend their free periods in the music room and to casually start engaging with the parents. But we were doing the same for example with Roma parents where we didn't have parent teachers meetings but we had handicrafts afternoons. Where the teachers did have an agenda but the parents were not aware of that. And the trust was built because that's the key that first of all you have to build the trust if you really want to have good communication. And this is also true for high socioeconomic status parents because it's sometimes just this feeling of inferiority from the teacher's side but very often also a feeling of superiority on the parent's side. And there you also need to build trust and you also need to as a professional sometimes convince the parents that you are valuable and what you are doing is valuable. And also that you should work together for the benefit of the child. Another solution that has worked and especially when establishing communication when when establishing a good and open type of conversation with parents who are difficult is to find an intermediary. With low socioeconomic status parents very often because they have this vocabulary problem they simply don't understand what you talk about as a teacher. But they can be supported by somebody they trust who is not from the school or another parent that they already trust and who can probably help them help in a way translating from English to English but from educational English to their own everyday English. These are two tried and tested things but for the second one you need to find the right intermediary because just inviting the social worker in will in many cases just make things worse.