Dimensions of family–school partnerships for autistic children: Context and congruence.

Santiago, Rachel T.; McIntyre, Laura Lee; Garbacz, S. Andrew

doi:10.1037/spq0000473

Cited by 4 publications

(4 citation statements)

References 36 publications

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“…This research has focused on the perception of teachers, school management teams and educational inspection, therefore, in future studies it would be advisable to also collect the voices of students and families, particularly minority and culturally diverse families (Miller, 2019;Santiago et al, 2021) to reach a global view of the entire educational community regarding family-school-community collaboration.…”

Section: Discussionmentioning

confidence: 99%

Family involvement and school effectiveness in primary education

2023

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The commonly accepted premise that collaboration among the educational community leads to school improvement and greater student achievement is not always fulfilled due to the diverse reality of schools and various initiatives to promote family participation. This work addresses the perception of teachers, school management teams and educational inspection of family-school-community relations in 23 primary schools in the Basque Autonomous Community, characterized by different criteria related to school effectiveness-ineffectiveness, aiming to identify good practice leading to school improvement. The study is descriptive-exploratory-exploratory-explanatory with mixed methodology, using questionnaires, in-depth interviews and discussion groups. Results show family involvement is mediated by teaching staff´s personal factors, that all schools try to promote family collaboration, though forms of participation vary, and those which work best are proactive, stressing different collaboration dimensions. Conclusions include adopting a systemic approach, review and updating of training modalities, and assessment of teaching competences for collaboration. La premisa ampliamente aceptada de que el trabajo colaborativo entre los diferentes agentes de la comunidad educativa redunda en la mejora escolar y en mayores logros alcanzados por el alumnado no siempre se cumple debido a la realidad diversa que presentan los centros y a las diferentes iniciativas para impulsar la participación familiar. El estudio aborda la percepción que docentes, equipos directivos e inspección educativa tienen de las relaciones familia-escuela-comunidad en 23 centros de primaria de la Comunidad Autónoma Vasca, caracterizados por diferentes criterios de eficacia-ineficacia escolar, con la finalidad de identificar buenas prácticas que contribuyan a la mejora escolar. Se trata de un estudio descriptivo-exploratorio-explicativo de metodología mixta, con empleo de cuestionarios, entrevistas en profundidad y grupos de discusión. Los resultados muestran que la implicación familiar está mediatizada por factores personales del profesorado, que todos los centros tratan de impulsar la colaboración familiar, aunque las formas y acciones de participación varían, y que aquellos que mejor funcionan tienen una actitud proactiva, con énfasis en dimensiones diferentes de colaboración. Entre las conclusiones cabe destacar la adopción de un enfoque sistémico, la revisión y actualización de las modalidades formativas, y la evaluación de las competencias docentes para la colaboración.

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Section: Discussionmentioning

confidence: 99%

Family involvement and school effectiveness in primary education

2023

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“…An initial step for considering this broad construct within family–school partnership practice is to incorporate family appraisal of these factors. For example, one study found that among parents of autistic youth, parental appraisal of higher financial resources was associated with higher family involvement, whereas externally measurable dimensions of SES (e.g., income, employment) were not associated (Santiago et al, 2022). Understanding how families view their context can inform help schools understand families’ experience of stress, mental health, and their children, which is critical for partnering with families.…”

Section: Discussionmentioning

confidence: 99%

“…This was included in analyses as a four-level categorical variable. Although household income has commonly been used as the variable measuring family financial resources, recent research has highlighted the value of examining subjective indicators of financial resources rather than objective indicators (Santiago et al, 2022).…”

Section: Ses Variablesmentioning

confidence: 99%

“…For example, findings from one study suggested that income within families of autistic children was less than the income of families who had a child with a different diagnosis (Cidav et al, 2012). Findings from another study suggested that appraisal of financial resources among families with an autistic child may play a role in their involvement in their child's education (Santiago et al, 2022). In addition, family-school partnerships are a particularly important mesosystemic influence in which families and schools collaborate and communicate (Rispoli et al, 2019).…”

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confidence: 99%

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Parenting stress and autistic children’s emotional problems relate to family-school partnerships and parent mental health.

McIntyre¹,

Santiago²,

Sutherland³

et al. 2023

School Psychology

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Dimensions of family–school partnerships, including parent–teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family–school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family–school partnerships may help maximize child outcomes. This study investigated the extent to which child behavioral and physical health (emotional, behavioral, and medical problems) and parent mental health (parenting stress, parent mental health history, and parent depressive symptoms) were associated with parent–teacher relationship quality and family involvement in a sample of 68 families of school-aged autistic children. Families were recruited through invitation letters disseminated at local early intervention and early childhood programs. Children in the sample were primarily boys, primarily White, and approximately 8 years old. Results suggest that (a) child emotional problems and parenting stress were negatively associated with parent–teacher relationship quality (large effects) and (b) parent history of mental health problems was negatively associated with family involvement (large effect). Intervention recommendations and future research directions are discussed. For example, it would be helpful for future research to include the perspectives of ethnically diverse samples when examining family–school partnerships among families with autistic children.

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