To counter negative school performance, this research focuses on foster parent engagement, involvement in Tibetan schools. The following research questions are tackled: what are the key components of parent involvement as defined by the Tibetan families in the villafe of Qiongshan (parents' perception of schools, parents' expectations of school and parental participation in schools)? How are external (parental involvement, peer relationships,…) and internal variables (self esteem, …) related to children's school engagement? How is parental involvement associated with school performance? What is the nature of the parental involvement model, considering differences between Tibetan and Han Chinese children? What is the differential impact of an oral stories based language curriculum on learner engagement, parental involvement and academic achievement? What is the differential impact of an oral stories based language curriculum on parents perception of learner engagement, their involvement and academic achievement? What is the differential impact of an oral stories based language curriculum on teachers?