Building “Our School”: Parental Perspectives for Building Trusting Family–Professional Partnerships

Francis, G.; Blue-Banning, Martha; Haines, Shana J.; Turnbull, Ann P.; Gross, Judith M. S.

doi:10.1080/1045988x.2016.1164115

Cited by 52 publications

(49 citation statements)

References 12 publications

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“…The AAS approach and the practical shared strategy improved communication, allowing caregivers to feel heard and validated, thereby helping to create a "cycle of trust." This corroborates with Francis, Blue-Banning, Turnbull, Hill, Haines, Gross's [63] findings that effective communication is believed by parents to be integral to trusting partnerships. This acceptance appears to have generated increased engagement, and thereby improving outcomes for the child and family, such as enhanced family dynamics.…”

Section: Discussionsupporting

confidence: 84%

Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

Rose¹,

Gilbert

McGuire-Snieckus

et al. 2017

TOFAMSJ

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Background:Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, the Attachment Aware Schools program provides a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people.Objective:The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behavior, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families.Method:As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-based framework.Results:Although the case study sample size is small (N=10), the case studies presented here illustrate how the Attachment Aware Schools program can promote increased home-school engagement and shared practice between home and school. Outcomes include improved home-school relationships, reductions in behavioral incidents, and improved family dynamics.Conclusion:Attachment Aware Schools can be a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people.

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Section: Discussionsupporting

confidence: 84%

Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

Rose¹,

Gilbert

McGuire-Snieckus

et al. 2017

TOFAMSJ

View full text Add to dashboard Cite

show abstract

“…Cooper and Jacobs (2011) highlight how their international review of research studies relating to best practice in the field of SEMH illustrates that working supportively with parents is a robust preventative intervention. Inclusive and supportive approaches play a significant role in the development of a sense of trust and belonging for families in their relationships with schools (Francis et al, 2016).…”

Section: Whole School Coherence and Designmentioning

confidence: 99%

A domains‐based approach to meeting social, emotional and mental health needs

O’Brien¹,

Roberts²

2019

Support for Learning

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This article focuses on seven interacting research‐informed domains. These domains are grounded in the research literature and have been applied in real world contexts to provide insight into, and an analytical tool for, meeting social, emotional and mental health (SEMH) needs within educational settings. Practitioner researchers applied the domains in a ten‐month knowledge‐exchange programme known as SWERL. Each domain is described in relation to the lived experience of teachers, pupils and schools. The article closes with a case study of how a primary school changed SEMH provision in the areas of ‘planning transitions’ and ‘building relationships’ and illuminates the benefits for children, staff and school culture.

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“…Strategies to foster meaningful parent involvement and parent-professional collaboration include forming a positive and trusting relationship, outlining clear roles and responsibilities, identifying shared resources, acknowledging mutual benefits, and devising and implementing evaluation procedures (Tonelson & Waters, 1993). Additional strategies such as effectively communicating, establishing a sense of belonging, demonstrating professional competency and commitment, and building family leadership are also found to enhance parent involvement and collaboration (Francis, Blue-Banning, Turnbull, Haines, & Gross, 2016). However, parent involvement and collaboration notably wane as students age into middle and high school, despite research demonstrating the importance of ongoing parent involvement and collaboration and IDEA mandates requiring parent participation in education and transition planning processes in high school (Hirano & Rowe, 2016;IDEA, 2004).…”

Section: Parent Involvement and Parent-professional Collaborationmentioning

confidence: 99%

Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood

Francis

Regester

Reed

2018

Career Development and Transition for Exceptional Individuals

Self Cite

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.

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Building “Our School”: Parental Perspectives for Building Trusting Family–Professional Partnerships

Cited by 52 publications

References 12 publications

Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

A domains‐based approach to meeting social, emotional and mental health needs

Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood

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