Starting school represents a major stress for children who have not acquired, at preschool age, all the skills to face the demands of the school environment.

 

In Quebec, nearly a quarter of children enter school with vulnerabilities in at least one area of development (cognitive, physical and motor, language, social and affective). Those with social and emotional difficulties, mostly boys, are at risk of experiencing persistent academic difficulties, regardless of their level of cognitive ability. The establishment of conditions favorable to learning from the start of schooling, such as close school-family collaboration, could reduce the risk of difficulties and promote the school perseverance of these children.

 

This project, carried out with the Foundation for students of the Center de services scolaire de la Région-de-Sherbrooke, aims to determine to what extent school-family collaboration contributes to the academic success of boys and girls, including those with vulnerabilities. socially and emotionally.

 

It is based on a review of the literature and the analysis of the associations, according to sex, between the characteristics of school-family collaboration and the academic success of a sample of normative and vulnerable children in Estrie.