Framework Focus: Parents in the IB Programmes.
- Euan
- Apr 28
- 16 min read
Updated: Apr 29
This week, we're delving into the various curriculum and inspection frameworks and accreditation guidelines. In each of our posts this week, we share with you the extent to which the organisations mention and discuss, in their literature, the role of parents and carers. And if considerable... we ask teachers and leaders to reflect on the extent to which they are following and adhering consistently and sustainably to the frameworks under which they operate.
First up... the International Baccalaureate (IB) programmes. We consulted over 30 documents related to the IB's programmes prior to writing this piece.
IB-Wide policies on parents and legal guardians.
The International Baccalaureate (IB) uses the term legal guardians to encompass parents and caregivers of enrolled students. Across all four IB programmes, schools are expected to actively inform and involve parents/guardians as part of the school’s IB community. IB Rules for IB World Schools outline clear responsibilities: schools must ensure that parents/guardians:
Have access to IB regulations: From the time of a student’s enrolment, legal guardians should be given a copy of the relevant General regulations and be made aware of all programme requirements. This includes understanding the curriculum content, assessment aspects, and any relevant restrictions of the programme.
Are kept informed of programme details: Schools must explain how they are implementing the IB programme and ensure parents know about IB-provided services and support. In practice, this means holding information sessions, sharing handbooks, and maintaining open communication so that families understand the IB philosophy and daily practice at the school.
Know policies and procedures: IB requires schools to have clear written procedures for handling complaints or appeals related to the IB programme, and “the school must inform parents or legal guardians” about these procedures. In other words, parents need to know how to voice concerns and how student appeals (for example, on assessment decisions) can be addressed.
Understand assessment and recognition: For the Middle Years, Diploma, and Career-related Programmes, IB policy obliges schools to communicate honestly about the external recognition of IB credentials. For example, because the MYP certificate is not universally recognised by every education system, schools “have a duty to make it clear to all legal guardians” that recognition of the MYP certificate cannot be guaranteed and that families must verify how it will be valued by future schools or colleges. Similarly, for the DP and CP, schools must explain to students and parents that university recognition policies vary, and advise them on any specific university or country requirements (such as required subjects or grades) for admission with an IB diploma or CP certificate. This transparency helps parents set realistic expectations about the outcomes of the programme.
Support inclusive education: IB schools are expected to communicate with parents about learning support and inclusion. For instance, schools must ensure that parents know about the IB’s policy on inclusive assessment arrangements (exam accommodations) available for students with access requirements. In practice, this means informing families early about options like extra time or assistive technology in exams, and obtaining required documentation and consent.
Under IB’s Programme standards and practices framework, working in partnership with the wider school community (including parents) is a key theme. The IB explicitly encourages a “climate of open communication” and expects schools to view parents as essential stakeholders in the learning process. When a school undergoes IB accreditation or five-year evaluation, the IB requires all stakeholder groups – staff, students, and parents – to be involved in the self-study review of the programme. In short, IB World Schools must cultivate regular, two-way communication with parents, involve them in policy development and school evaluation, and educate them about the IB programme structure and values.
Primary Years Programme (PYP) – Parents as part of the learning community.
In the PYP, parents and caregivers are considered important members of the learning community. The PYP framework is built on strong relationships and views education as a partnership between the school, the child, and the family. As one IB guide puts it, “an essential part of a PYP school is the partnership within the learning community including students, parents, families, teachers, the school community and the local community.” This means that learning in a PYP school extends beyond the classroom and is relevant to both local and global communities, with parents playing a supportive role in connecting home and school life. PYP schools often host parent workshops, “coffee mornings,” or orientation sessions to help parents understand inquiry-based learning and the IB Learner Profile. In fact, all members of the community, including parents, are expected to model and uphold the IB Learner Profile attributes (such as being open-minded, principled, and reflective) as part of the school culture.
Parental involvement in learning: Because the PYP targets young children (ages 3–12), the IB encourages frequent parent engagement in the learning process. Schools may invite parents to contribute to units of inquiry or share expertise, and many PYP classrooms have open communication through newsletters or class blogs. According to an IB community blog, PYP schools often go beyond basic parent-teacher meetings by inviting parents “to come into the classroom or contribute to action and service learning projects.” This kind of involvement shows children that parents value and participate in their education. For example, a PYP school in California assigns a “class parent” to help share the year’s programme of inquiry with other parents and gather volunteers or resources for class projects. As one IB educator noted, “We recognize that parents are integral to the student learning experience… not as passive members, but engaged and active learners themselves.” In practice, a PYP might involve parents in reading sessions, cultural sharing days, or the PYP Exhibition – the program’s culminating project in the final year. The Exhibition often includes a public presentation of student work, and schools typically invite parents, who may serve as mentors or audience, to celebrate and support the students’ inquiry.
Resources for PYP parents: The IB provides user-friendly resources to help parents understand the PYP. A PYP Parent Pack (FAQ brochure) addresses common questions and explicitly discusses the parent’s role. It emphasises that parents should take initiative to learn about the programme – for example, by attending school events, talking to the PYP coordinator and teachers, and even speaking with their child about what they are learning. The IB also suggests parents explore online resources (such as the IB website and the “PYP Playlist”) to better grasp IB terminology and practices.
Overall, the PYP treats parents and caregivers as partners in early education, encouraging them to reinforce IB’s values at home and stay closely involved with the child’s learning journey.
Middle Years Programme (MYP) – Parents as informed partners.
The MYP (for students aged 11–16) continues the philosophy of parent partnership, while recognising the growing independence of adolescents. In all MYP schools, parents are expected to be informed, involved, and welcomed as partners with a clear role in supporting the school and their children. The IB’s MYP framework explicitly notes that effective implementation requires a supportive community of educators, students and parents. Schools therefore strive to keep parents well-informed about the programme’s philosophy, components, and expectations.
Communication and involvement: An IB guidance document insists that “schools must ensure that all staff, parents and students understand the central importance of the community or personal project, its aims, objectives and assessment criteria.” In other words, for key MYP requirements like the Personal Project (the capstone project in the final year) or community service activities, parents should know what these entail and why they matter. Many MYP schools hold parent information nights specifically about the Personal Project, so that families can support students through the process. Likewise, when it comes to assessment, “everyone concerned with assessment, including students, teachers, parents and administrators, should have a clear understanding of the purposes of assessment and its practical application in the programme.” Schools typically communicate MYP assessment criteria and grade reports to parents regularly (often at least each term) so that parents understand their child’s progress and the meaning of MYP grades.
Policy and values: The IB expects MYP schools to involve parents in upholding academic integrity and other IB policies. For example, the MYP guidelines highlight that “in addition to subject teachers and the school librarian, parents and legal guardians are important partners in promoting academic integrity.” Schools may ask parents and students to sign an academic honesty agreement and provide parents with guidance on how to help ensure students’ work is authentic. Similarly, inclusive education policies in MYP are often communicated to parents so they can collaborate on any learning support needed. MYP schools also frequently include parents on advisory committees or focus groups when reviewing programme implementation or developing the school’s IB action plan.
Transition and guidance: During the MYP years, one important role of the school is to prepare both students and their parents for the next stage, whether that is the Diploma Programme or other paths. IB advises that school counsellors work with families to ease this transition. For example, MYP counsellors might host sessions to explain the structure of the DP, subject selection, and the changes to expect in the last two years of schooling. The MYP curriculum includes aspects of careers and course counselling, and IB notes that parents should be kept “abreast of such orientation initiatives so that they can be informed partners in guiding students towards their future success.” In short, the MYP encourages a three-way partnership: teachers facilitate learning, students take increasing ownership, and parents provide support and oversight as needed, in alignment with the IB ethos.
Parent resources: The IB has also produced an MYP FAQ brochure for parents, similar to the PYP pack, which explains the programme in parent-friendly language and encourages parents to engage with school events and talk to the MYP coordinator and teachers. Additionally, with the introduction of MYP eAssessment (optional IB-proctored exams and e-portfolios in the final year), the IB has highlighted “benefits for parents” such as more detailed insight into their child’s strengths and needs. The IB notes that eAssessment results go beyond traditional tests, giving parents richer information on their child’s skills and conceptual understanding. This reflects IB’s broader goal to include parents in understanding student learning outcomes.
Overall, the MYP treats parents as active participants in the educational experience, ensuring they are well informed of the programme’s unique elements and are invited to contribute to a positive school community.
Diploma Programme (DP) – Communication, support, and shared responsibility.
In the Diploma Programme (for ages 16–19), students gain a high level of independence, but the IB still sees parents and guardians as key partners in supporting student success. The focus in the DP is on effective communication of programme expectations and creating a support system around the demanding two-year programme. According to the IB’s rules, schools must inform parents/guardians in detail about the DP – including its curriculum, assessment components, and any requirements – and ensure that families are aware of all IB regulations that apply to Diploma candidates. For example, parents should know about the six subject groups their child will take, the core components (Extended Essay, Theory of Knowledge, CAS), the exam schedule, and the criteria for earning the IB diploma. Many schools provide a DP handbook for students and parents at the start of the programme, outlining these details.
Formal requirements: Upon a student’s entry into the DP, schools are expected to share the official General regulations: Diploma Programme with both the student and their legal guardians. These regulations clarify the responsibilities of IB students and schools. Parents are thus made aware of policies like academic honesty, assessment conduct, and the consequences of any malpractice. For instance, a DP school will typically host an orientation for new DP students and their families, to review the expectations for coursework and exams. Furthermore, as noted earlier, schools must be transparent with parents about the recognition of the IB diploma. While the IB Diploma is widely accepted by universities globally, the IB directs schools to advise families on checking specific university entrance requirements (such as required IB subject choices for certain majors) and to emphasise that admission decisions rest with each institution. This guidance helps families make informed decisions during the DP (for example, when choosing Higher Level subjects, parents and students should consider the requirements of universities the student might apply to).
Parent involvement and support: The day-to-day pedagogy of the DP is student-centred and academically rigorous, so parents are less involved in classroom activities than in earlier programmes. However, their supportive role at home and in planning the student’s academic path is crucial. IB expects schools to keep parents regularly updated on their child’s progress and to involve them in key decisions. One indicator of this is that during the DP, “the school provides ample information about the Diploma Programme for students and parents and counsels on how each student’s programme of study is put together.” This typically takes the form of academic advising meetings where counsellors, students, and parents discuss the student’s course selections, levels (HL or SL), and how to balance workload – ensuring that parents understand the implications of those choices. Schools also conduct parent-teacher conferences to discuss student performance in each subject, and they may arrange special sessions to explain the DP grading system, the meaning of predicted scores, and the university application timeline. By demystifying the programme for parents, schools enable them to better support their teenagers (for example, by encouraging good time management during the Extended Essay, or understanding the importance of CAS commitments). Moreover, IB regulations require that parents be informed of certain processes in the DP. One such process is the procedure for appeals or complaints: if, say, a student wishes to appeal an IB assessment result or a school decision related to the DP, the school must have a policy in place and parents must know how it works. Another area is student welfare and inclusion: DP coordinators often communicate with parents about any special assessment accommodations, as noted, or about academic intervention if a student is at risk. The IB encourages a proactive approach: for example, if a student is not meeting the school’s or IB’s expectations, parents should be engaged in a support plan.
Resources and initiatives for DP parents: The IB provides several dedicated resources to help parents understand and engage with the Diploma Programme. There is an IB Diploma Programme guide for parents that outlines the philosophy and benefits of the DP, often used by schools in parent meetings. Additionally, the IB publishes online material on university recognition and FAQs for parents on topics like assessment. On its website, IB even has a section for parents (ibo.org/parents) that highlights IB’s values and the outcomes of an IB education. In terms of direct engagement, IB suggests that parents stay involved by attending school meetings and events, and maintaining communication with the DP coordinator and teachers. For example, a parent might regularly check in with the DP coordinator about their child’s overall progress or reach out to subject teachers if there are concerns in a particular class. Schools also often invite parents to informational sessions on college planning, since DP students apply to universities during the programme.
In summary, while DP students are young adults expected to take full ownership of their learning, the IB framework ensures that parents are kept informed of their responsibilities, aware of how the programme operates, and are ready to support their children through the challenges of the DP.
Career-related Programme (CP) – Engaging families in a unique pathway.
The IB’s Career-related Programme is relatively new and combines academic IB courses with career-focused studies. For parents and legal guardians, the CP can be less familiar than the traditional Diploma, so effective communication is again key. IB World Schools offering the CP must educate parents about the programme’s structure, value, and requirements, just as with the DP. In fact, the IB “Rules for IB World Schools” treat CP alongside the DP in many requirements. For example, schools are instructed to ensure CP parents receive the General regulations for the programme and understand the core components (such as the Personal and Professional Skills course, the Reflective Project, service learning, and language development) in addition to the Diploma Programme courses their child will take.
Because the CP is a blend of IB and other accredited career courses (often provided by external bodies like BTEC, state career certifications, etc.), schools typically hold detailed briefings with students and parents at the start, clarifying how the academic and career-related pieces fit together. The IB has produced a CP guide for parents and students that explains in simple terms what the CP is and how it benefits students, which schools can use to introduce the programme. It describes the CP as “academic study and practical hands-on experience through an integrated package,” suitable for students with a specific career interest or those still exploring options. This kind of official description helps parents see the CP’s purpose and legitimacy as a pathway.
Communication and guidance: Just like in the DP, CP schools need to keep parents informed about programme requirements and progression. This includes explaining the IB Diploma courses component (at least two DP subjects are taken – parents must understand these are the same rigorous classes taken by full Diploma students) and the nature of the career-related study (which might involve coursework at a vocational institute, internships, or industry projects depending on the school’s CP offering). Schools often develop individualised schedules for CP students, so counsellors will meet with the student and parents to plan the course mix and ensure it meets the student’s goals. The IB expects that parents are informed about how the CP core works as well – for instance, the Reflective Project is a substantial research paper; parents should be aware of this timeline and support needed, similar to the Extended Essay in DP. The CP also requires service learning and language study; schools might engage parents by sharing students’ service projects in the community or encouraging parents to help students find service opportunities. Communication might also cover practical matters like off-campus experiences: if a CP student is doing on-site training (say in a business or hospital), the school will secure permissions and keep parents apprised for safety and support.
University and career outcomes: A key concern for many parents is how the CP is recognised by universities and employers. The IB works to expand recognition of the CP, but it urges schools to be transparent with parents about recognition, similar to the DP case. Schools have a duty to clearly inform candidates and guardians that the CP certificate’s recognition can vary by institution, and they must provide guidance on meeting any specific requirements for the student’s next steps. In practice, IB schools often invite parents to college/career nights where information is provided on which universities accept the CP, what additional qualifications (if any) might be needed, or how the CP prepares students for direct employment. The IB’s own parent brochure for the CP includes examples of university acceptances and case studies of CP graduates to reassure and inform families. By sharing such data, schools help parents appreciate the value of the CP and how it can lead to both higher education and career opportunities.
Parental support: The CP is highly student-centred, but parents still have a supportive role. They are encouraged to engage in their child’s career exploration – for example, a parent might leverage professional networks to help find internship placements for CP students, or simply discuss and encourage the development of workplace skills their child is gaining. IB schools may establish parent committees or information groups specifically for CP parents, since this programme is less understood; these forums allow parents to ask questions and share experiences. Through the CP journey, the school keeps parents updated on their child’s academic progress in the DP courses (which have IB exams) and on their performance in the career-related studies (which might have a different assessment scheme). The goal is that parents feel as much a partner in the CP as in any IB programme. They are invited to celebratory events – for instance, showcasing the Reflective Projects or a career-tech fair – highlighting student achievements in both academic and career-readiness domains.
Comparing the role of parents across PYP, MYP, DP, and CP.
While each IB programme has its own emphasis and age-appropriate approach to parent involvement, a common thread is that the IB views education as a collaborative effort between the school and families.
In the PYP and early years, parents are deeply integrated into the learning community, often participating directly in classroom activities and school events to reinforce a holistic, inquiry-driven education.
The MYP continues to welcome parents as partners, focusing on keeping them informed of the programme’s philosophy and engaging them in support roles as students mature.
By the time students reach the DP and CP, parental roles shift more towards understanding and supporting from the sidelines – ensuring students meet requirements, making informed decisions about courses and university applications, and upholding the values of the IB (like academic honesty) at home.
Across all programmes, IB provides resources (FAQs, guides, websites) to educate parents about what their children are learning, and IB World Schools are expected to maintain open communication channels such as newsletters, parent portals, and meetings. The IB’s own research and school case studies underline that “children achieve more at school when their parents are involved in their education” and that strong school-parent partnerships are a hallmark of successful schools.
In summary, the IB not only permits but actively encourages parent and caregiver engagement at every stage – from helping young learners inquire about the world, to guiding teenagers through an academically challenging diploma, to advising career-bound students – always with the aim of improving student outcomes and fostering an inclusive, collaborative educational community.
Invitation to reflect.
At &Parents, we invite you to pause and reflect honestly: how deeply are you living the parent engagement standards your frameworks demand? Are parents real partners in your school, or are they engaged particularly around inspections? Sustainability means going beyond compliance. It means building engagement into the everyday culture of your school.
This isn’t about self-criticism. It’s about strengthening what already exists. Reflection gives you the chance to notice what’s working, face where gaps remain, and take ownership of the next steps.
Act on your reflection. Map where you meet expectations and where you don't. Share it openly with your team. Set one small, specific action that moves parent partnership from paper into daily practice. Compliance is the minimum. True parent-school collaboration is the goal.
At &Parents, we help schools move beyond words. Through consultancy, workshops, coaching and audits, we work with you to embed strong, sustainable parent partnerships into everyday practice. If you're ready to turn reflection into action, we’re ready to support you.
** Note: &Parents has no affiliation to the International Baccalaureate Organization (IBO) and this piece is completely independent of any organisation. This article has not been commissioned by the IBO or any other organisation. All rights to IB programmes, standards, and documents belong to the IBO.
Sources (expandable list).
International Baccalaureate. Programme standards and practices (2020), Glossary – definition of “legal guardian”.
International Baccalaureate. Rules for IB World Schools (2019) – Article 5 on school obligations to inform legal guardians: Article 6 on complaints/appeals procedures; Article 8 on recognition of IB credentials
International Baccalaureate. General regulations: Primary Years Programme – Definition of “legal guardians” equivalent to parents (applies similarly in MYP, DP, CP regs).
International Baccalaureate. PYP Parent Pack – FAQ brochure highlighting that parents/caregivers are important members of the PYP community and should embody the IB learner profile
International Baccalaureate. MYP: From principles into practice (2014) – Guidance that MYP schools involve parents as partners, e.g. in understanding the personal project and school life and in upholding academic integrity. Also notes on orienting parents for DP transition.
International Baccalaureate. Diploma Programme: Guide for parents – Overview of DP aims and advice for parents to engage (attend meetings, talk to coordinators/teachers).
IB Community Blog. “How to engage parents in school life” – examples from IB schools and research on benefits of parent involvement.
Sample IB Parent Survey (for DP self-study) – illustrates IB’s expectation to involve parents in evaluating programme implementation and to provide information to parents about the DP structure.
International Baccalaureate. Benefits for parents – MYP eAssessment – IB highlights how new assessment methods give parents deeper insight into student learning.
International Baccalaureate. IB CP brochure (guide for parents and students) – explanation of the CP framework and its outcomes to communicate value to families.