At Rock Creek Forest Elementary, we aim to foster proactive engagement and inclusivity in our school community. To support this, we encourage all parents to stay involved and model open communication by providing inclusive, grade-level chats instead of separate class-based ones. Class-based chats often create divides, limiting access to important information and resources, especially for marginalized families.
In today’s digital age, access to information is critical. When communication is siloed, it can prevent families from fully participating in their child’s education, exacerbating inequities. Studies show that timely access to information directly impacts families’ ability to engage in school activities and support their children’s learning outcomes (1).
The Benefits of Grade-Level Chats
Grade-level chats will help bridge the gap and build community between the immersion and neighborhood programs at Rock Creek Forest. They will offer a space where parents in each program can connect, get to know each other, and share information and opportunities more widely to the benefit of all our kids. Creating these inclusive spaces not only fosters a stronger school community but also ensures that every family has the opportunity to engage (2).
Exclusionary Communication in Action
The exclusionary nature of class-based chats becomes evident in several ways:
Information Silos:
In class-based chats, information about school events, deadlines, or opportunities has a limited reach. For example, a parent in one class or program might share details about an upcoming science fair or a local art workshop, but this information won’t reach other families who may be interested. Even if unintentionally, this creates unequal access to enrichment opportunities that could benefit more students.
Social Exclusion:
Beyond limiting access to school-related information, class-based chats can also lead to social exclusion. Playdate invitations, family outing recommendations, and summer camp ideas often circulate within these groups, but if the chat is limited, so are the families who will know about these opportunities. As a result, children whose parents aren’t in the chat might miss out on forming friendships and social bonds that are critical to their overall development and sense of belonging.
Reinforcing Privilege:
In magnet programs, where many families are engaged and proactive in seeking out educational opportunities, the use of exclusive class chats can reinforce existing privileges. These families often share information about resources such as tutors, extracurricular activities, camp sign-ups, or educational trips that may not be widely advertised. Families outside these chats may miss out on these opportunities entirely, simply because they aren’t aware they exist, further deepening educational inequalities.
Rock Creek Forest Elementary’s Approach
Recognizing that separate class chats are not inclusive, Rock Creek Forest Elementary PTA established a WhatsApp Community with grade-level chats. This gives all parents—regardless of their child’s class or program— access to shared information and resources.
WhatsApp’s global reach and ease of use make it an ideal tool for our diverse community, helping bridge cultural and language gaps. By using a platform familiar to many, we aim to model inclusive communication and make it easier for all families to stay connected, informed, and engaged with the school community.
Tag Groups for Class-Specific Questions
While grade-level chats are the primary communication method, we understand that there are times parents may need to communicate with just their child's class. To accommodate this, we’ve set up tag groups (@TeacherName) that allow parents to ask class-specific questions without the need for separate chats, ensuring that important grade-wide information is still shared.
By offering an open, welcoming space through our PTA-administrated WhatsApp Community, we are helping create a foundation for inclusive communication. While we can't compel participation, by providing these spaces and setting the standard for proactive engagement, we ensure every family has the opportunity to connect and participate in our school community.
- (Warschauer, M. & Matuchniak, T. 2010. New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes)
- Â (Warschauer, M., Knobel, M., & Stone, L. 2004. Technology and Equity in Schooling: Deconstructing the Digital Divide)
