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Better Is Better: Describing Family-Centrism, How Inquiry and Co-Construction as a Counter-Story Raises the Bar in Family–School Partnerships

by Janice Kroeger and Jamie Sisson

Educ. Sci. 2025, 15(8), 969; https://doi.org/10.3390/educsci15080969 - 28 Jul 2025

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Abstract

In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider “quality” engagement techniques via the staff’s interpretation of their roles within one demographically rich early learning center, the strategies used to engage parents are documented. Counter-stories of practice show family-centrism as interpreted by school leaders. By describing one community context and its practices of building relationships with newcomer families, relationally driven parent engagement techniques are revealed. The authors highlight how inquiry-based methods surpass the generic approaches described in policy. When parent engagement “arises” from within parents’ motivations and informs authentic knowing (by teachers and school leaders), community systems are elevated. Professionals’ decisions about children and community groups that are informed by families’ knowledge are consequently meaningful and authentic. Full article

(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)

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11 pages, 602 KB

Open AccessEssay

Changing Directions and Expanding Horizons: Moving towards More Inclusive Healthcare for Parents of Children with Developmental Disabilities

by Monika Novak-Pavlic, Peter Rosenbaum and Briano Di Rezze

Int. J. Environ. Res. Public Health 2023, 20(21), 6983; https://doi.org/10.3390/ijerph20216983 - 27 Oct 2023

Cited by 9 | Viewed by 2765

Abstract

Family-centred service (FCS) acknowledges the importance of family engagement in therapeutic processes and focuses on the needs of all family members. This way of thinking and practicing is becoming increasingly recognized as an optimal care delivery model for families of children with developmental disabilities (DDs). However, in most places, disability services are oftentimes ‘child-centric’, wherein family members are seen only as partners in therapy or care delivery, while their own needs are not addressed. This arises from the lack of awareness of complex and highly individual family needs by professionals with whom they interact, but also from a significant lack of service infrastructure oriented towards parent-specific needs in existing service delivery models. This concept paper highlights the known challenges associated with parenting a child with a DD and discusses the intersectionality of factors impacting parental health and well-being, with a goal of promoting more equitable, holistic, and inclusive healthcare for all family members of children with DDs. Full article

(This article belongs to the Special Issue Supporting Children and Adolescents with Disabilities and Their Families)

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