The Power of Family-School Partnering (FSP)

School Psychologists’ Family-School Partnering Experiences With Latinos

“…The present study also draws on the theoretical FSP work of Lines et al. (). Their conceptualization places student success (broadly defined to include academic, social, emotional, and behavioral success across settings) at the center of FSP.…”

“…There are many fundamental components of successful FSP, which establish functional and coordinated efforts across settings. Two‐way communication, shared decision making, and joint problem solving are procedural components for developing FSP (Lines et al., ). The overall quality and trust that underlie FSP directly impact the benefits that manifest from partnerships between home and school (Haines et al., ).…”

“…In their model of FSP, Lines et al. () emphasize the need for two‐way communication as a way to support collaboration (in contrast with one‐way communication, in which information flows only from the school to parents). Thus, all aspects of family–school engagement are considered in the context of a collaborative and welcoming atmosphere.…”

“…A growing body of literature has supported the notion that children and adolescents perform best in school when authentic and consistent family–school partnering (FSP) practices are in place (Christenson, ; Lines, Miller, & Arthur‐Stanley, ; National Association of School Psychologists [NASP], ; Peacock & Collett, ). Conceptually, the idea of “partnering” represents a shift in thinking from prior conceptualizations of “parent involvement” and suggests that schools and families share goals and responsibilities (Christenson & Sheridan, ).…”