Robinson, Dawnielle2020-03-052020-03-052017https://hdl.handle.net/2139/48779This study investigated the effect of the intersectional relationship of the home, the school and the community on a selected primary school in Trinidad and Tobago. The participants in the study were the principal, 8 teachers, 7 parents, and 12 students of the school under study. Data were collected through interviews, observations, the administration of questionnaires, through a series of workshops aimed at developing capacity building among teachers and parents. After the interventions it was found that: 1) the principal believed that there was an improvement in the general school climate, which emanated from greater camaraderie among staff, increased school visits by parents, and a willingness to cooperate by stakeholders; 2) the parents felt generally encouraged by the school’s efforts to have them more involved in their children’s education; 3) the students expressed mixed feelings and indicated that negative feelings surfaced when parental involvement was low; and 4) the teachers lamented the lack of time, especially for the planning of activities.School community relationshipParent attitudesParent attitudesAction researchPrincipal attitudesPrimary school teachersTeacher attitudesPrimary school studentsStudent attitudesTrinidad and TobagoThesis