I’ve been teaching for 25 years. At the beginning of each year, I began the practice of calling three students’ families every day after school — and the impact has been transformative. 

The calls are short and sweet, lasting only five to seven minutes. I introduce myself, share something I’ve noticed about the student — as simple as “I see he likes to draw” — and invite the families to pose their own questions to me. The family members usually sound surprised to receive a phone call from a teacher just to say hello, and their initial questions stay surface level: “What day is P.E.?” or “How do I turn in my lunch form?” But over these many years, I’ve seen again and again how these early calls lay the groundwork for more meaningful communication.

In just a few minutes, we set a collaborative tone for the rest of the year. The students’ caretakers know that I’m on their team. They know that I really want what’s best for their students. And when problems arise, and I reach out to them, there is already a level of comfort established. While it can take me a month or two to reach every family, the investment always feels worthwhile.

Five things a five-minute phone call can do

Build a bridge that makes all families feel accepted and supported

For many families, school can be an intimidating place. Our community includes families who have newly arrived from across the world, and filling out important forms in a new language is daunting. After that first phone call, families begin to reach out to me with basic questions about school. The questions are quick and simple for me to answer, but they make a big difference in breaking down barriers between families and school.

We’ve even had families reach out when they needed help paying a bill, receiving uniforms or need other types of support. We connected them with the resources they needed. When I don’t have the answer to a question, I can navigate the school support systems and connect families with colleagues who may be able to assist. The connection lets them know that they’re a valued part of the community from the moment we meet their student.

Take pressure off the student when challenges come up at home 

Once I’ve made an initial connection with a family, I find that they are more comfortable letting me in on challenges in their students’ home life. For example, I once taught a second grader whose behavior changed dramatically partway through the year. I called her family to share what I’d noticed and asked, “Is something happening at home?” It turned out that the family was experiencing some serious personal challenges, but because we already had a connection, the mother felt comfortable sharing the details of the situation. This relationship translated to the student also feeling comfortable confiding in me when she needed to. It takes so much pressure off of a student to know that there is an adult at school who understands why things feel challenging at the moment.

Set a collaborative tone around tougher conversations

The introductory phone calls home set a collaborative tone in my relationship with students’ families from the beginning. Later, when students’ needs emerge around social-emotional issues or academics, I can reach out from a place of teamwork, and their families’ guards don’t come up as readily. We move forward with the understanding that we’re on the same side.

Last school year, I witnessed a powerful illustration of this impact, when I was called to the office to translate for a group of families whose students were experiencing an issue at school. Some of the families had received calls home from me at the start of the year, and others hadn’t. The difference was palpable. Families I hadn’t yet spoken to seemed to feel on edge, and it was more challenging to reach a point in the conversation that felt collaborative. Families who I’d already contacted seemed open, receptive and at ease right away, so we could more quickly engage around supporting their students together. 

Create a culture of teamwork around students’ academics

As teachers, we regularly send home complex report cards, testing data, information about assessments from programs such as i-Ready, and use education acronyms that may feel completely new or complex to our families. The relationships built through phone calls make it easy for me to check in with families to offer explanations, and parents can reach out to me with questions, too. I can communicate the nuances of student growth when it might not be apparent to family members. For example, I can share some voiceover on a report card when a student isn’t at grade level and help the family see that the student has still experienced significant growth that they can take pride in. Inviting families into their students’ academic journey in this way can make a difference for years, empowering families to advocate for and understand their students’ success.

Build lasting, supportive connections

The impact of these relationships extends beyond the time students are in my classroom. Several years ago, I taught two students who were new to the country. Now they’re in middle school, but just a couple days ago, their mother called me and said, “I’m having a little bit of trouble with the kids. Can you help me? I just need to talk to someone.” So even after five years, my investment of five minutes  continues to translate into a supportive relationship. 

I understand how the idea of making a phone call to every family can sound daunting for my fellow teachers. There’s a lot happening at the beginning of the school year, and some teachers have 130 students! But I will say that sitting down, picking up the phone and having a nice, positive connection with a family doesn’t feel like a burden once I do it. It can feel like the highlight of a busy day during the back-to-school season. Even if a few months pass before I touch base with every family, those minutes accumulate into something powerful and lasting, day by day, call by call. When I tell families that I’m here for them, that I want to support their children, they believe me — and they don’t forget it.