Understanding Parent–School Communication for Students with Emotional and Behavioral Disorders

Abstract

Background: Parents of children with Emotional and Behavioral Disorders (EBD) often face barriers to effective communication with schools. They often feel blamed or stigmatized for their children’s behavior and, while advocating, can feel adversarial with the school. Objective: The current study aims to describe current communication for parents and teachers of students with EBD, identify parent–school communication barriers, and identify characteristics of effective parent–school communication. Method: We conducted 15 semi-structured, qualitative interviews with parents and teachers of students with EBD. Interview questions focused on descriptions of the tone of their current communication, perceived barriers to communication, and ideas for effective approaches to communication. All interviews were audio-recorded, transcribed verbatim, and coded. Results: Results show that parents’ feelings about their current parent–school communication varied by the type of school students were attending: day-treatment, neighborhood, military charter, or private treatment school. Both parents and teachers brought up complex issues with parent–school communication related to school culture and the impact of parents’ prior negative experiences communicating with schools. Parents and teachers identified barriers to communication and suggestions for effective communication related to technology, institutional issues, time, parents’ and teachers’ lack of interest in communicating, and school proximity to home. Conclusion: Parents and teachers identified parent–school communication as a critical factor to promote children’s school success. Three broad recommendations emerged from the interviews targeting malleable factors to increase effective parent–school communication. We also discuss limitations and implications for practice.

Linking intervention experiences to child outcomes in a school‐based social skills training program

“…Fewer studies have examined the contribution of parent support and collaboration on the effectiveness of school‐based SST programs. Nevertheless, qualitative interviews with parents and teachers indicate that both parties believe proactive, frequent communication, and collaboration are important in addressing behavioral difficulties (Buchanan & Clark, 2017). A meta‐analysis of school‐based interventions with parent communication components suggests that parent involvement can enhance intervention effects by reinforcing intervention skills outside of the school context (Vannest et al, 2010).…”

White educators working with Black parents: Resistance and trust

“…Parents of color, in particular, are likely to be on high alert for double standards and stereotyping that could influence how the school treats their children. And while it may be uncomfortable for white educators to receive pushback from those parents, they shouldn’t be surprised to receive it, given the history of negative interactions that many parents of color have had with academic institutions (Buchanan & Clark, 2017). If anything, they should take it as a sign that the school hasn’t done enough to create and maintain a trusting relationship with students and their family members.…”