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Community education sustains the academic trajectories of many refugee and migrant learners, yet this essential work is often under-recognised within the formal frameworks of school-family partnership agendas. This disconnect creates a cycle of misrecognition, eroded trust, and what this study terms “parallel working”: schools, families, and community groups strive to provide support but do so in disconnected silos. Drawing on a Constructivist Grounded Theory study with families, students, school staff, and community groups in Northern England, this article theorises community actors as “structural mediators” who repair trust but whose support remains unevenly distributed, creating a “lottery of opportunity”. In response, this article introduces the Partnership Empowerment Model (PEM), a model for empowerment and co-design. The PEM reframes engagement as a four-way partnership between the school, the family, community organisations, and the students themselves. Guided by the core principles of recognition, reciprocity, and trust, the model is designed to formalise collaboration, reduce stress on teachers, and integrate structural mediators into a cohesive educational ecosystem. By moving from parallel working to shared responsibility, the PEM offers a pathway to improve academic access and outcomes in diverse contexts.
Teklemariam et al. (Thu,) studied this question.