Communication between parents and school has become increasingly digital in recent years. Email, parent portals, learning platforms and messaging apps are now the backbone of how many schools communicate with families. It is often assumed that this is more efficient. But what do parents themselves actually think about it?

That question is central to a systematic review by Suzanne May Shwen Lee and colleagues, Lin Gao, Cheng Yong Tan, and Qi An, published in Review of Education. What makes this study unusual is not the topic but the perspective. The focus is not on schools or policymakers but on parents.

The authors analysed 51 empirical studies on technology-mediated parent-school communication in early childhood, primary and secondary education. These include qualitative, quantitative, and mixed-methods studies, which enable mapping not only effects but also experiences and meanings for a fuller picture.

A first finding is surprisingly consistent. Parents are generally positive about digital communication. Email is by far the most used and most appreciated channel. It is embedded in daily life, asynchronous and relatively easy to manage. Parent portals, learning platforms and messaging apps come next.

However, this preference depends on context. When it comes to sensitive issues such as learning difficulties, behavioural concerns, or conflicts, parents clearly prefer telephone or face-to-face communication rather than digital methods. Not because digital communication is inherently unsuited, but because written messages are more likely to be misunderstood in tone and intent. Parents are strikingly clear about that distinction.

Parents themselves mention several advantages:

• Technology lowers barriers to communication.

• Information arrives more quickly.

• Contact is more flexible.

• Involvement is possible without being physically present at school.

This is particularly crucial for working parents. Fast communication also allows us to recognise small problems early, before they escalate.

At the same time, the review emphasises possible downsides. Many parents experience overcommunication. There can be too many messages across too many channels without a clear hierarchy. What schools intend as involvement can feel like constant availability. There are also concerns about privacy, data security and the pace at which new platforms replace old ones.

More important still is the question of inequality. Not all parents have the same digital skills, infrastructure or language ability. The review shows that parents from lower socioeconomic groups and parents with a migration background are more likely to experience barriers. Technology can strengthen parent involvement, but it can also widen existing differences if schools do not take this into account.

Many of the studies included in the review come from the United States, with additional research from the United Kingdom, Australia and some European countries. There is very limited research from Africa and large parts of South America. This imbalance matters because communication structures, expectations about parent involvement and access to technology vary widely by region and education system. What works in one context does not automatically apply to another.

What about the effects on learning when digital communication exists between parents and schools? Here, too, the conclusions are cautiously positive. Parents feel that better communication helps them support their children more effectively. They gain more insight into what is being taught and what is expected. This does not mean that technology improves learning on its own. Rather, it makes learning more visible.

This aligns with what we already know about parent involvement. Good parent-school communication does not require a new platform. It requires thoughtful choices. Which channel is suitable for which message? How much communication is meaningful? For whom does the system work well, and for whom does it not?

Technology is not a miracle solution. It strengthens what already exists. If schools truly want to involve parents as partners, they should start not with the tool but with the parents’ perspective.

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