TEACHERS WORKING WITH PARENTS: TIPS ON ENGAGING HARD-TO-REACH PARENTS

Engaging hard-to-reach parents requires a multifaceted approach. Begin by understanding barriers such as cultural differences and time constraints. Utilize diverse communication channels like social media and personalized outreach to connect effectively. Create a welcoming environment that values inclusivity and builds trust through active listening. Schedule flexible meetings, incorporating virtual options to accommodate busy families. Leverage technology to facilitate updates and enhance engagement, fostering ongoing relationships. Finally, celebrate parental involvement through recognition events and community initiatives. By implementing these strategies, educators can meaningfully enhance participation and collaboration, leading to improved student outcomes. Discover additional effective techniques to strengthen these connections.

KEY TAKEAWAYS

• Utilize multilingual resources and culturally inclusive communication to bridge barriers with non-English speaking families.
• Offer flexible meeting times and virtual options to accommodate parents’ diverse schedules and commitments.
• Leverage technology, such as mobile apps and video conferencing, for instant communication and engagement with parents.
• Create informal gathering spaces to promote relaxed dialogue and foster trust between educators and parents.
• Celebrate parental involvement through recognition events and success stories to motivate continued participation and strengthen community ties.

UNDERSTAND BARRIERS TO COMMUNICATION

Recognizing the barriers to communication is essential for effectively engaging hard-to-reach parents. Numerous factors can hinder meaningful interactions, including cultural differences and language barriers. Parents from diverse backgrounds may possess varying communication styles influenced by their educational background and previous experiences. Understanding these nuances is vital in fostering an inclusive environment where all parents feel valued and understood.

Time constraints often present another significant challenge. Many parents juggle multiple responsibilities, which can limit their availability for school meetings or events. Socioeconomic challenges also play a role, as some families may lack access to transportation or technology, making it difficult to engage with educational institutions.

Moreover, parental perceptions shaped by personal circumstances can create emotional barriers. Parents may feel marginalized or judged based on their educational background or socioeconomic status, leading to reluctance in communicating with school staff. This perception can be further compounded by previous negative experiences with the education system, which may heighten their sense of disengagement.

To overcome these obstacles, educators must adopt a compassionate and proactive approach. By acknowledging the diverse challenges parents face, schools can create tailored strategies that foster open dialogue, thereby building trust and rapport. Educators can also draw from practical engagement resources, such as those available through the engineering teacher shop, to design interactive opportunities that encourage meaningful family participation.

Empowering parents through flexible communication options and actively seeking their input not only enhances engagement but also strengthens the overall educational community. In this way, understanding and addressing barriers to communication can lead to more effective partnerships between schools and hard-to-reach parents.

Use Diverse Communication Channels

Employing a variety of communication channels is crucial for effectively reaching hard-to-reach parents. Utilizing diverse methods guarantees that messages resonate across different demographics, fostering engagement and collaboration. Social media platforms, for instance, can serve as significant tools for outreach, allowing schools to connect with parents where they already spend time. Regular updates on school events, achievements, and important notices can be shared through these channels.

In addition, providing multilingual resources helps bridge language gaps, making information accessible to non-English speaking families. Community partnerships can further enhance communication, as local organizations often understand the unique needs of families and can help disseminate information more effectively.

Personalized outreach, such as phone calls or tailored emails, offers a more intimate connection, encouraging parents to share their insights and concerns. Informal gatherings, such as coffee mornings or picnics, can complement these efforts by creating a relaxed atmosphere for dialogue. Feedback sessions allow parents to voice their opinions, fostering a sense of belonging and investment in their child’s education.

Cultural sensitivity is paramount when selecting communication strategies. Teachers should consider the diverse backgrounds of families and adapt their approaches accordingly.

Foster a Welcoming Environment

Creating a welcoming environment is vital for engaging hard-to-reach parents consistently. A positive atmosphere encourages participation and fosters a sense of belonging among families, which is essential for building strong partnerships between educators and parents.

To effectively create this environment, educators must prioritize cultural sensitivity and practice active listening.

Consider the following strategies to enhance your school’s welcoming environment:

• Inclusive Communication: Use language and materials that reflect the diverse cultural backgrounds of your families. This illustrates respect and acknowledgment of their unique identities.
• Personalized Interactions: Make an effort to learn about the individual interests and concerns of parents. By addressing them by name and showing genuine interest, you cultivate trust and rapport.
• Accessible Resources: Guarantee that information about school events and resources is easily available in various languages and formats. This helps parents feel valued and informed, regardless of their linguistic abilities.

Incorporating these strategies not only makes parents feel welcome but also empowers them to engage more actively in their children’s education.

By showing cultural sensitivity and practicing active listening, educators can create a space where parents feel comfortable voicing their thoughts and concerns.

Ultimately, this welcoming environment serves as the foundation for collaboration, leading to improved outcomes for students and stronger community ties.

Schedule Flexible Meetings

Building on a welcoming environment, scheduling flexible meetings is a strategic approach to further engage hard-to-reach parents. Recognizing that parents have diverse schedules and commitments is essential; thus, offering alternative meeting times can greatly improve participation. By providing options for early morning or evening sessions, educators can accommodate varying work schedules and family obligations.

In addition to traditional face-to-face meetings, incorporating virtual meeting options allows parents to connect from the comfort of their homes, which can alleviate barriers related to transportation and child care.

Moreover, hosting parent feedback sessions in informal gathering spaces, such as community centers or local cafes, can create a more relaxed atmosphere that encourages open dialogue. 

To guarantee inclusivity, employing bilingual communication strategies is crucial, particularly in communities with diverse linguistic backgrounds. This approach not only fosters understanding but also builds trust among parents, making them feel valued and heard.

Additionally, cultural sensitivity training for educators can enhance their ability to engage with families from different backgrounds effectively. Parents who are involved tend to have a more positive view of teachers, which results in improved teacher morale.

Community resource fairs can serve as excellent platforms for connecting parents with local services, while home visit initiatives allow educators to build relationships in a familial context.

Leverage Technology Effectively

How can technology be harnessed to bridge the gap between schools and hard-to-reach parents? With the rapid advancement of digital tools, educators have a powerful arsenal at their disposal to foster meaningful engagement. By leveraging various virtual tools and online platforms, teachers can create inclusive communication channels that make it easier for parents to connect with the school community.

Consider implementing the following strategies:

• Mobile Apps and Communication Apps: Utilize user-friendly applications that allow for instant messaging, updates, and reminders. This guarantees that parents receive timely information about school events and student progress.
• Digital Newsletters and Parent Portals: Create digital newsletters that keep parents informed about school initiatives, student achievements, and upcoming events. Parent portals can provide personalized access to academic performance and attendance, promoting transparency.
• Video Conferencing and Interactive Webinars: Organize virtual meetings and webinars to engage parents who may face barriers to attending in-person gatherings. These platforms can facilitate discussions on curriculum, resources, and ways to support their children’s education.

Additionally, employing engagement analytics can help educators identify the most effective methods for reaching parents, guaranteeing that communication strategies are tailored to their unique needs.

CULTIVATE TRUST AND RAPPORT

Trust and rapport serve as the foundation for effective communication between educators and hard-to-reach parents. Building this connection requires intentional efforts, including active listening and empathy building. Educators must approach conversations with an open heart and mind, acknowledging the unique circumstances that may hinder parental involvement. By creating a safe space where parents feel heard and valued, educators can foster a partnership that ultimately supports student success. In this way, consistent communication and shared decision-making lay the groundwork for strong parent and teacher collaboration, ensuring that families and educators work together to support student growth.

To illustrate the importance of trust and rapport, consider the following table:

Active listening goes beyond merely hearing words; it involves understanding emotions and perspectives. When educators practice this skill, they validate parents’ experiences, paving the way for open dialogues. Similarly, empathy building enables teachers to connect on a deeper emotional level, demonstrating that they genuinely care about the well-being of both the parents and their children.

Celebrate Parental Involvement

Celebrating parental involvement is essential for fostering a strong school community and encouraging further participation. We must demonstrate mutual respect in our verbal and non-verbal interactions, seeking out ways that we can offer positive, specific praise which will motivate children, inspiring them to achieve their potential.

By recognizing milestones and achievements, hosting inclusive community events, and sharing success stories, schools can create an environment that values and appreciates the contributions of all parents.

This acknowledgment not only strengthens relationships but also motivates parents to remain engaged in their children’s education.

Recognize Milestones and Achievements

Often overlooked, recognizing the milestones and achievements of parents plays an essential role in fostering their involvement in their children’s education. A common mistake amongst elementary school teachers, as well as secondary educators, is simply not communicating enough, or only reaching out when there’s a problem. Communicate regularly with parents and they won’t be on high alert when they hear from you!

By implementing milestone recognition and achievement celebration, educators can cultivate a stronger partnership with parents, ultimately benefiting students.

To effectively celebrate parental involvement, consider the following strategies:

• Acknowledge Contributions: Regularly highlight the input and support parents provide, whether through volunteering, attending meetings, or participating in school events.
• Share Success Stories: Create opportunities to share how parental engagement has positively impacted student outcomes. This can inspire others to become more involved.
• Organize Recognition Events: Host informal gatherings where parents are celebrated for their efforts, fostering a sense of community and encouraging ongoing participation.

Host Inclusive Community Events

Creating a sense of community is essential for enhancing parental involvement in education. Hosting inclusive community events can serve as a powerful catalyst for building connections among families, educators, and the broader community. These events should celebrate the diverse cultural backgrounds of students, fostering an environment where all parents feel valued and engaged.

By collaborating with local organizations, schools can establish community partnerships that enrich these events. For instance, cultural celebrations can showcase the traditions of various ethnic groups, allowing parents to share their heritage with the school community. This not only honors their contributions but also encourages them to take an active role in their children’s education.

Additionally, organizing workshops and informational sessions during these events can offer practical resources for parents, empowering them to take a more active role in parental involvement in education while supporting their children’s academic journeys. Providing a welcoming atmosphere where parents can meet educators and each other facilitates open communication and trust.

Ultimately, by celebrating parental involvement through inclusive community events, schools can break down barriers and create lasting relationships that enhance student success. Engaging hard-to-reach parents becomes more attainable when they feel an integral part of the educational community.

Share Success Stories Regularly

Highlighting success stories of parental involvement can considerably strengthen the bonds between families and educational institutions. By sharing these narratives, schools not only celebrate the contributions of parents but also inspire others to engage actively in their children’s education. This approach fosters a community spirit and demonstrates the positive impact of collaboration.

To effectively share success stories, consider the following strategies:

• Spotlight Diverse Contributions: Highlight a variety of parental roles, from volunteering in classrooms to supporting events at home, showcasing that involvement comes in many forms.
• Utilize Parental Feedback: Gather testimonials from parents who have positively impacted their child’s learning. This feedback can serve as motivating examples for others.
• Create a Recognition Platform: Develop newsletters, social media posts, or school websites dedicated to celebrating these stories, ensuring they reach a wider audience.

RELATED STUDIES ABOUT TEACHERS WORKING WITH PARENTS

Engaging hard-to-reach parents is akin to opening a treasure chest of potential for student success. By understanding communication barriers, utilizing diverse channels, and fostering an inviting atmosphere, educators can bridge gaps and encourage collaboration. Flexibility in scheduling and effective use of technology further enhance outreach efforts. Cultivating trust and celebrating parental involvement not only strengthens relationships but also enriches the educational experience. Ultimately, inclusive engagement transforms the school community into a vibrant ecosystem of support and growth.

Teacher-Parent Academic Support Profiles: Links to Children’s Task Persistence in Grades 2 and 3

Background and Purpose

This study investigates how academic support from teachers and parents combines to influence children’s task persistence during early primary school years. Recognizing that academic support encompasses both quantity (help frequency) and quality (positive affect and autonomy support), the researchers examined how these elements work together across home and school contexts to shape children’s learning behaviors.

Methodology

The longitudinal study followed 614 Lithuanian children (48% girls) from Grade 2 to Grade 3, along with their parents (n=576) and teachers (n=40). Data were collected during spring semesters of both academic years. Teachers rated children’s task persistence at both time points, while teachers and parents reported on their provision of academic support (help frequency, positive affect during helping, and autonomy support) in Grade 3. The study employed latent profile analysis to identify distinct support patterns and examined their associations with children’s task persistence.

Key Findings

1. Four Distinct Teacher-Parent Academic Support Profiles Emerged:

• High teacher positive affect (37.5%): Characterized by teachers’ high positive affect (joy and satisfaction) when helping, with average levels of help frequency and autonomy support from both teachers and parents
• Average help, autonomy, and positive affect (26.3%): All support dimensions near the sample average
• Moderately low teacher positive affect (32%): Teachers’ positive affect nearly one standard deviation below average
• Very low teacher positive affect (4.2%): Teachers’ positive affect extremely low (over two standard deviations below average), with slightly elevated help frequency

Notably, parental support components showed less variability than teacher support across all profiles, possibly reflecting the Lithuanian educational context where homework is often completed at school.

2. Children’s Task Persistence Predicted Profile Membership:

• Children with lower task persistence in Grade 2 were more likely to belong to profiles characterized by lower teacher positive affect (Profiles 1 and 2) in Grade 3
• Children with higher task persistence in Grade 2 were more likely to belong to the High teacher positive affect profile (Profile 4) in Grade 3

These associations remained significant after controlling for children’s gender, academic performance, and parents’ education level.

3. Profile Membership Predicted Changes in Task Persistence:

• Children in the High teacher positive affect profile showed statistically significant increases in task persistence from Grade 2 to Grade 3
• Children in the Very low teacher positive affect profile showed a marginally significant decrease in task persistence over time
• Children in other profiles showed no significant changes in task persistence

Theoretical and Practical Implications

The findings highlight that support quality matters more than quantity for children’s academic development. Teachers’ positive affect emerged as the key differentiating factor among profiles, suggesting that emotionally positive support may be particularly important for young children’s task persistence.

The study supports Self-Determination Theory’s proposition that autonomy-supportive, emotionally positive environments satisfy children’s basic psychological needs (competence, autonomy, and relatedness), fostering greater engagement with challenging tasks.

Practical Recommendations:

1. Awareness building: Training programs should help teachers and parents recognize that academic support has multiple dimensions and that students experience support differently
2. Self-monitoring: Educators and parents should observe their emotional reactions when providing help, particularly toward children who struggle with task persistence
3. Targeted support: Children receiving frequent help with low positive affect should be identified as potentially vulnerable, prompting reflection on why help provision triggers negative emotions
4. Response awareness: Adults should recognize their tendency to provide more frequent (but lower quality) support in response to children’s low task persistence, and adjust toward more positive, autonomy-supportive approaches

Conclusions

This study demonstrates that teacher-parent academic support profiles are meaningfully associated with children’s task persistence development. The largest group of children (37.5%) experienced increased task persistence over time, and these children belonged to profiles characterized by high teacher positive affect. The findings underscore the importance of considering both home and school contexts together and highlight that how support is provided (with positive emotion and autonomy support) may be more crucial than how often it is provided. Teachers’ emotions during support provision appear particularly influential in shaping how children approach challenging academic tasks.

Teachers’ Experiences of Being Unsettled Within Their Relationships With Parents: Shifting Professional Knowledge Landscapes

Background and Purpose

This study investigates how digital communication systems are reshaping teacher-parent relationships in Finnish schools. Focusing on teachers’ experiences with WILMA—the most widely used digital communication platform in Finnish education—the research explores how technology-mediated communication affects teachers’ professional identities and their sense of stability in relationships with parents. The study addresses a critical gap in understanding how intensified parental involvement through digital platforms alters the nature of teacher-parent collaboration.

Theoretical Framework

The research employs the concept of the “professional knowledge landscape” (Clandinin & Connelly), which conceptualizes teachers’ work environments as composed of in-classroom places, out-of-classroom places within schools, and out-of-school places (homes). This framework allows examination of how digital systems like WILMA blur traditional boundaries between these spaces, enabling parents’ direct, constant access to teachers. Teacher identity—or “stories to live by”—is understood as shaped by the interplay between teachers’ personal practical knowledge and their professional knowledge landscapes.

Methodology

The study is part of a larger research project examining changing relationships in teachers’ work. Data were collected through open-ended interviews with 25 Finnish teachers during 2020-2021, conducted remotely via Zoom or Teams. Participants taught in basic education (students aged 7-15) across diverse public schools in both urban and rural settings. While all teachers addressed digital communication with parents, eight teachers who spoke extensively about their experiences with WILMA were selected for in-depth analysis. Narrative methodology guided data collection and analysis, with researchers collaboratively interpreting teachers’ stories to identify resonant themes across experiences.

Key Findings

The analysis revealed three interconnected areas where teachers experienced being unsettled in their relationships with parents due to WILMA:

1. Parents’ Presence in Unfamiliar Times and Places

Teachers described feeling unsettled by parents’ ability to contact them directly at any time and from any place through WILMA. Unlike traditional scheduled parent-teacher conferences, digital messages arrived during instructional hours, evenings, and weekends, eroding teachers’ control over when and where professional communication occurred. Teachers reported receiving “sharp,” “brutal,” and “offensive” messages that they believed parents would not have delivered face-to-face. The “faceless” nature of digital communication enabled parents to send emotionally charged messages without the tempering effect of in-person dialogue. Teachers also experienced increased pressure from parents regarding grades and pedagogical decisions, with some colleagues feeling compelled to comply with parental demands to avoid conflict during holidays.

2. Living with Uncertainty With Parents

Teachers expressed profound uncertainty about how to communicate effectively through WILMA. Messages they perceived as “kind and polite” were frequently misinterpreted by parents, who teachers believed assumed the worst about communications regarding their children. One teacher described being called to the principal’s office to have her messages analyzed after a parent complaint, despite her careful wording. Teachers learned they needed to insert emoticons, exclamation points, and exaggerated positive language to prevent misunderstandings. Even with these precautions, misunderstandings persisted, leaving teachers questioning their professional judgment and ability to communicate. The uncertainty extended to not knowing how parents would react and feeling that parents fundamentally distrusted teachers’ professional knowledge.

3. Searching for New Temporal, Social, and Place Boundaries

In response to these challenges, teachers actively sought to establish new boundaries in their relationships with parents. Some refused to install WILMA on personal phones to protect personal time from work intrusion. Others established clear policies about when and how they would communicate, such as providing feedback directly to children rather than through WILMA, or limiting communication to essential concerns only. Teachers also grappled with blurred boundaries between school and home responsibilities, noting that parents increasingly expected teachers to address matters they considered parenting responsibilities, such as monitoring age-appropriate gaming or enforcing reading habits at home.

Implications for Teacher Education and Practice

The findings raise significant concerns for teacher preparation and professional development globally:

1. Teacher Identity Disruption: Digital communication systems are fundamentally altering the professional knowledge landscape, leaving teachers feeling uncertain about who they are professionally and what they know. Their “stories to live by”—their professional identities—are being challenged by new forms of parental presence.
2. Communication Complexity: The timeless, placeless, and faceless nature of digital communication strips away the emotional and contextual cues that facilitate mutual understanding in face-to-face encounters. This creates conditions for misunderstanding and conflict that undermine collaborative relationships.
3. Boundary Setting as Professional Necessity: Teachers need support in establishing and maintaining appropriate boundaries with parents regarding communication timing, content, and responsibilities. This is not a deficit in teachers but a necessary adaptation to a shifted landscape.
4. Need for Reimagined Partnerships: Rather than simply providing more training in digital tools, teacher education must help pre-service and in-service teachers reimagine parent-teacher collaboration within changed landscapes. This requires understanding parents as genuine partners and creating co-composed spaces for collaboration that sustain teacher identity while honoring parental involvement.
5. Attention to Teacher Well-being: The unsettledness teachers experience in digitally-mediated relationships with parents can contribute to burnout and attrition if unaddressed. Supporting teachers in navigating these new relational dynamics is essential for professional sustainability.

Conclusions

This study demonstrates that digital communication systems like WILMA are not neutral tools but active forces reshaping teacher-parent relationships and the professional knowledge landscape. Teachers’ experiences of feeling unsettled—through parents’ presence in unfamiliar times and places, living with uncertainty, and searching for new boundaries—reveal fundamental shifts in how teachers and parents relate. While digital systems offer efficiency and accessibility, they simultaneously complicate the collaborative relationships essential to children’s education. The authors call for reimagined approaches to home-school collaboration that acknowledge the changed landscape and create new possibilities for genuine partnership. Teacher education must engage with these complexities to prepare teachers for sustainable professional identities in increasingly digitalized educational environments.

Comparison Effects on Self- and External Ratings: Testing the Generalizability of the 2I/E Model to Parents and Teachers of Academic Track School Students

1. Background and Purpose

The 2I/E (Internal/External Frame of Reference) model proposes that students’ academic self-concepts are shaped by three comparison processes: social comparisons (comparing one’s achievement with classmates), dimensional comparisons (comparing one’s achievement across different subjects), and temporal comparisons (comparing one’s current achievement with past performance). While extensive research supports this model for student self-concepts, it remains unclear whether these comparison processes also apply to how parents and teachers—central socializers in students’ lives—rate students’ self-concepts and abilities. This study represents the first comprehensive investigation examining the generalizability of the 2I/E model simultaneously to student self-concepts, parent ratings, and teacher ratings in both mathematics and German.

2. Methodology

The study included 545 ninth-grade students (54.5% female, mean age 14.59 years) from academic track schools in northern Germany, along with 227 parents and 18 mathematics teachers and 18 German teachers. Longitudinal data were collected using student self-reported report card grades from Grade 8/2 and Grade 9/1, which were used to calculate achievement levels (average achievement) and achievement changes (difference between time points). Outcomes included student self-concepts, parent-inferred self-concepts, parent ability ratings, teacher-inferred self-concepts, and teacher ability ratings in math and German, all measured with parallel-worded 7-point Likert scales. Structural equation modeling with robust maximum likelihood estimation was employed, accounting for the nested data structure.

3. Key Findings

For student self-concepts, the results strongly supported the 2I/E model assumptions. Strong positive social comparison effects were found (β = .84 for math, .67 for German), indicating that higher achievement relative to classmates predicted higher self-concepts. Moderate negative dimensional comparison effects emerged (β = -.34 for math, -.30 for German), showing that higher achievement in one domain predicted lower self-concept in the other domain. Small positive temporal comparison effects were also observed (β = .14 for math, .16 for German), meaning that achievement improvements over time predicted higher self-concepts.

For parent ratings, strong positive social comparison effects were found on both inferred self-concepts and ability ratings across domains (β ranging from .57 to .74). Moderate negative dimensional comparison effects appeared on parent-inferred self-concepts in both domains (β = -.38 for math, -.17 for German), but on ability ratings only for math (β = -.30). No temporal comparison effects were found on any parent ratings.

For teacher ratings, only strong positive social comparison effects emerged on both inferred self-concepts and ability ratings (β ranging from .63 to .77). Neither dimensional nor temporal comparisons influenced teacher ratings in either domain.

4. Interpretation

The study reveals that comparison processes operate differently across raters. Students utilize all three comparison types, forming differentiated self-views through social, dimensional, and temporal information. Parents employ social and partially dimensional comparisons, suggesting they have cross-domain knowledge of their children’s abilities through daily interactions. Teachers rely solely on social comparisons, likely because they typically teach only one subject and lack direct access to students’ performance across domains.

The absence of temporal comparison effects for both parents and teachers suggests that current achievement is more salient than achievement development for external observers, that recalling past achievement requires additional cognitive resources not spontaneously activated, and that high student-teacher ratios make tracking individual achievement trajectories challenging for teachers.

5. Implications for Educational Practice

Parents and teachers should be educated about the three comparison processes students use to form self-concepts, as such knowledge could help them assess student self-concepts more accurately and identify reasons for low self-concept. Teachers and parents should emphasize students’ intraindividual achievement gains over time when providing feedback, as temporal comparisons have fewer negative side effects than social comparisons (which disadvantage lower achievers) or dimensional comparisons (which may lead to premature specialization). The individualized teacher frame of reference using temporal comparisons should receive greater emphasis in teacher education. Since structured learning opportunities for parents are lacking, teachers could share insights about comparison processes during parent-teacher conferences.

6. Limitations and Future Research

The study’s generalizability to non-academic school tracks requires investigation, though prior research suggests comparison effects occur across tracks. Elementary school contexts may yield different results, as teachers typically teach multiple subjects and may have more cross-domain information. The low response rates for parents (14.3%) and teachers (approximately 23.5%) warrant caution, though robustness checks supported the main findings. Future research should explore a broader range of information parents and teachers use beyond achievement-related comparisons and examine bidirectional relationships between external ratings and student outcomes using longitudinal designs.

Conclusion

This first simultaneous investigation of the 2I/E model across students, parents, and teachers demonstrates that while students utilize social, dimensional, and temporal comparisons to form self-concepts, parents and teachers consider these comparisons only partially and to varying extents. Parents incorporate social and some dimensional comparisons; teachers rely exclusively on social comparisons. Notably, temporal comparisons—the core innovation of the 2I/E model—did not influence any external ratings. These findings underscore the importance of better informing parents and teachers about the comparison processes underlying student self-concept formation and encouraging greater use of temporal comparisons in achievement-related feedback to support students’ academic self-concept development.