Exploring Systems-Level Family Engagement Practices Across Elementary and PK-8 Schools

ABSTRACTThe National Association of School Psychology recognizes the role that family engagement holds on school functioning and student outcomes. This article describes a qualitative study using constructivist grounded theory to explore systems-level family engagement practices in urban schools that implemented a Comprehensive Behavioral Health Model (CBHM). CBHM uses a data-driven Multi-Tiered System of Supports (MTSS) to provide behavioral and mental health services. Individual semi-structured interviews were conducted with six school psychologists representing seven CBHM-affiliated schools to explore perceptions of school-wide family engagement practices. Qualitative findings included five categories: commitment, communication, fostering a school community, feeling disconnected, and underdeveloped school systems. Findings revealed that families were engaged in various aspects of CBHM, and school psychologists promoted family engagement in multiple ways. However, efforts were at times unconnected to CBHM implementation, necessitating greater dialogue with families to integrate CBHM into wider systems. Implications for systems-level family engagement practices are also described.KEYWORDS: Multi-Tiered System of Supports (MTSS)Comprehensive Behavioral Health Model (CBHM)family engagementSchool-Wide Positive Behavioral Interventions and Supports (SW-PBIS)social-emotional learning (SEL) Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLauren BrodskyDr. Lauren Brodsky, Ph.D., is a School Psychologist in Pinellas County Public Schools. She conducts comprehensive psychological evaluations, supports facilitation of Tier 3 academic interventions as a part of multi-tiered systems of support, provides behavioral and mental health counseling and crisis de-escalation, and frequently communicates with students' families. To contact Lauren Brodsky, please send an email to Brodskyl@pcsb.org.Anastasiia IunDr. Anastasiia Iun, Ph.D., completed her doctoral training in School Psychology at the University of Massachusetts Boston.Her research interests include development of social-emotional learning, academic, and prosocial skills, cross-cultural adjustment, and mental health. She is also interested in conducting interdisciplinary research in fields of applied behavior analysis, school psychology, and general psychology.Alexis ErvinAlexis Ervin, is a Ph.D. candidate and research fellow at the University of Massachusetts Boston. She has interned at urban schools in Boston, MA.Amy L. CookDr. Amy L. Cook, Ph.D., LMHC (she/her) is an associate professor and chair of the Department of Counseling and School Psychology at the University of Massachusetts Boston. She received a Ph.D. in Educational Psychology, with a concentration in Counseling Psychology, from the University of Connecticut Storrs. She is a former counselor in urban schools and mental health organizations. Her research focuses on developing culturally responsive practices that promote youth development and equity-oriented outcomes largely via community-engaged participatory research with youth and educators in partner schools and organizations.Melissa PearrowDr. Melissa Pearrow, Ph.D., is a Professor of School Psychology at the University of Massachusetts Boston, where she teaches graduate courses in legal, ethical, and professional practices of school psychologists. She previously served as the chair of the Ethics Board of the National Association of School Psychologists. She is also the Executive Director of the BIRCh (Behavioral health Integrated Resources for Children) Project which represents a collaboration between the University of Massachusetts Boston and Amherst to provide professional resources to strengthen the coordination of behavioral health supports provided by school and community agencies.