Inflexible meeting times, transportation issues, and the need for childcare can make it challenging for parents or caregivers to engage with their children’s schools. This fall, about 1.4 million students returned to Michigan’s K-12 public schools. Research shows that the most powerful influence on student success often comes from the relationship between schools and families. Despite common challenges, most families are deeply invested in their children’s education and want to collaborate with teachers to help them succeed. This is especially important now, as many Michigan students continue to struggle with reading after the disruptions caused by the COVID-19 pandemic. In the 2024-25 school year, only 39% of third graders scored proficient or advanced in English language arts on the M-STEP, a state exam. On a national test called the National Assessment of Educational Progress, Michigan fourth graders scored five points below the national average in reading, and eighth graders scored two points below. While test scores are not the full picture of a student’s abilities, they can highlight areas needing support. Studies show that families want to be actively involved in their children’s education and seek clearer communication and more meaningful collaboration with schools. To help students improve literacy, families and educators must work together. Educators can learn about a child’s interests and strengths from their families, which can lead to more effective teaching strategies. Recent research has shown that parents are not just volunteers but co-educators whose knowledge, cultural backgrounds, and experiences can enrich their children’s learning. This understanding supports a broader push for educational equity and shared responsibility for student success. However, families may not always feel seen or heard in school settings. They may feel that educators don’t understand their cultural or language practices or that communication flows only from school to home. For families who have faced exclusion or bias in the past, simply being invited to participate may not be enough. In Louisiana, I learned that when educators listen to families and model how to make reading more interactive and enjoyable, parents become more confident and involved. This led to the development of programs like "Parents as Partners in Reading," which encourages shared, meaningful reading experiences. Building strong relationships between families and educators is essential. Teachers should reach out to families before problems arise, showing interest in a child’s life and learning. Communication should be a two-way conversation, with educators listening to families’ perspectives and hopes for their children. When difficult conversations are needed, educators should start by highlighting a child’s strengths and invite families to share their insights. This approach helps turn challenges into opportunities for collaboration and mutual understanding.