A qualitative research study was undertaken within a participatory action research design in order to identify the role of the social worker in the advancement of relationships between parents with challenging social circumstances and teachers in a rural community. By making use of visual aids, the discussion groups with parents, teachers and members of the community could be facilitated and it was during these discussion groups that they could describe their experiences with regard to parent-teacher-relationships in the specific rural community. From the data that was collected several challenging social circumstances in the home and school context were identified that can hamper parents’ involvement in school activities as well as parent-teacher-relationships. During the cooperation with the members of the community several responsibilities were attributed to social workers through which they can contribute to the advancement of relationships between parents with challenging social circumstances and teachers in the specific rural community. The responsibilities attributed to social workers include addressing the challenging social circumstances that parents and children experience, supporting parents in their parenting roles, informing parents on the importance of schooling and a vision for the future for their children, empowering parents and children with regard to their rights to education and their rights within the school context and equipping teachers to be able to handle challenging social circumstances in the community. The ways in which social workers can act as social brokers, teachers, facilitators, mediators and advocates in terms of these responsibilities are also discussed. / MSW, North-West University, Potchefstroom Campus, 2014

A qualitative research study was undertaken within a participatory action research design in order to identify the role of the social worker in the advancement of relationships between parents with challenging social circumstances and teachers in a rural community. By making use of visual aids, the discussion groups with parents, teachers and members of the community could be facilitated and it was during these discussion groups that they could describe their experiences with regard to parent-teacher-relationships in the specific rural community. From the data that was collected several challenging social circumstances in the home and school context were identified that can hamper parents’ involvement in school activities as well as parent-teacher-relationships. During the cooperation with the members of the community several responsibilities were attributed to social workers through which they can contribute to the advancement of relationships between parents with challenging social circumstances and teachers in the specific rural community. The responsibilities attributed to social workers include addressing the challenging social circumstances that parents and children experience, supporting parents in their parenting roles, informing parents on the importance of schooling and a vision for the future for their children, empowering parents and children with regard to their rights to education and their rights within the school context and equipping teachers to be able to handle challenging social circumstances in the community. The ways in which social workers can act as social brokers, teachers, facilitators, mediators and advocates in terms of these responsibilities are also discussed. / MSW, North-West University, Potchefstroom Campus, 2014