Family Engagement Results
Poway Unified School District
Family Survey Insights
Key Highlights
One of Poway Unified's goals is to build trust and partnership with families and the community through clear communication, authentic engagement, and a service-oriented culture. We know that meaningful partnerships with families and the community guide, energize, and motivate students to learn and achieve by aligning the adults and systems that surround them.
In the Winter and Spring of 2026, Poway Unified distributed two surveys to measure perceptions about the different ways families are involved in their child's education. The highlights below provide a snapshot of how families perceive these four areas of involvement across Poway Unified. The results help us better understand where families feel connected and supported, while also identifying opportunities to strengthen partnerships, communication, and engagement throughout our schools and district community.
Learn more about the research guiding PUSD's family engagement work below.
What Our Families Value Most
ThoughtExchange Question
"What do you value most about Poway Unified and what can we do better to prepare our students for the challenges and opportunities of the future?"
Families, staff, and students shared their thoughts in an open exchange. The themes below represent the most frequently raised topics by grade level level, along with the average rating (out of 5 stars).
Number of submitted thoughts per theme. Average rating on a 5-star scale shown as data labels.
| Theme | No. of Thoughts | Avg. Rating (/ 5) | Key Takeaway |
|---|---|---|---|
| Academic Performance | 254 | 3.9 | Strong academics valued; calls for more real-world skills, less screen time, and expanded arts/music |
| Sense of Community | 104 | 4.0 | Families value diversity, cultural respect, and parental involvement; want more dual immersion options |
| Technology Use | 71 | 4.0 | Concern over over-reliance on devices; support for AI/STEM while reducing unnecessary screen time |
| Extracurricular Activities | 51 | 4.0 | Art, music, and sports highly valued; desire for more STEAM events and equitable access to clubs |
| Mental Health Support | 47 | 4.0 | Counselors and SEL programs valued; calls for more resources to address bullying and tech-related stress |
Number of submitted thoughts per theme. Average rating on a 5-star scale shown as data labels.
| Theme | No. of Thoughts | Avg. Rating (/ 5) | Key Takeaway |
|---|---|---|---|
| Academic Curriculum | 102 | 3.9 | Academic excellence appreciated; desire for balanced curriculum with performing arts and more diverse electives |
| School Communication | 54 | 3.8 | Communication appreciated but volume overwhelming; want more concise messaging and policy transparency |
| Student Behavior | 36 | 4.0 | Concerns about discipline, bullying, and cell phone use; request for stricter enforcement and parent accountability |
| Technology Use | 31 | 4.0 | Strong concern about screen time; calls for hands-on learning and responsible AI/digital literacy education |
| Elective Choices | 27 | 3.9 | Want more electives aligned with student interests, expanded language instruction, and trade/technical courses |
Number of submitted thoughts per theme. Average rating on a 5-star scale shown as data labels.
| Theme | No. of Thoughts | Avg. Rating (/ 5) | Key Takeaway |
|---|---|---|---|
| Academic Development | 180 | 3.7 | Academic standards and teachers praised; calls for more life skills, financial literacy, and CTE expansion |
| Facilities | 65 | 3.5 | Concerns about restrooms, safety, traffic control, and adequate lunch areas; call for more custodial support |
| Communication & Transparency | 63 | 3.8 | Frustration over unclear communication; want direct, transparent channels and centralized information hubs |
| Student Safety | 49 | 3.8 | Vaping, bullying, and traffic are top safety concerns; support for cell phone bans and stricter policy enforcement |
| College Preparation | 47 | 3.7 | Strong college prep valued; want more counseling, career alternatives, and earlier college guidance starting freshman year |
Research Foundation
The district's work is grounded in the research of Dr. Joyce Epstein on school, family, and community partnerships. Dr. Epstein's framework places students at the center of all engagement efforts and emphasizes that meaningful partnerships guide, energize, and motivate students. Her model identifies six types of involvement:
- Parenting
- Communicating
- Volunteering
- Learning at Home
- Decision Making
- Collaborating with the Community
Importantly, the research emphasizes that partnerships influence students' attitudes, behaviors, and motivation, not just test scores. PUSD is currently prioritizing four of Epstein's six involvement types:
District Focus Areas
- Parenting
Supporting families in creating home environments that foster learning while helping schools better understand their families. - Communication
Designing effective school-to-home and home-to-school communication systems, including written, digital, interpersonal, and event-based communication. - Decision Making
Including families in meaningful decision-making processes, developing family leaders, and ensuring diverse parent voices are represented. - Collaborating with the Community
Integrating community resources and partnerships to strengthen school programs, family practices, and student growth, including business partnerships that support Career Technical Education (CTE).