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Relevant bibliographies by topics / Family-school collaboration

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Academic literature on the topic 'Family-school collaboration'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Family-school collaboration"

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Malchar, Samantha E., Sarah E. Praytor, Aston C. Wallin, Steven L. Bistricky, and G. Thomas Schanding. "Evaluating Family-School Collaboration: A Preliminary Examination of the Family-School Collaboration Inventory." Contemporary School Psychology 24, no. 2 (2019): 206–16. http://dx.doi.org/10.1007/s40688-019-00227-2.

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Zhang, Fengxian. "An Analysis of Collaboration Between School, Family and Community in Education." Lecture Notes in Education Psychology and Public Media 54, no. 1 (2024): 262–66. http://dx.doi.org/10.54254/2753-7048/54/20241679.

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Collaboration between family, school and community in education has been brought back under the spotlight as hybrid teaching was imposed during the COVID-19 pandemic. However, existing cases of these collaborations show problems of misunderstanding, lack of trust and involvement in the interactions between these parties in supporting and educating children. Meanwhile, the mechanism and system of collaboration have rarely been analysed, thus not yielding abundant suggestions for updating and improving the interactions of the parties involved. Therefore, this article examines how addressing info

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Kirmaci, Mehtap. "Educational Policies on Family–School Relations." International Journal about Parents in Education 11 (April 21, 2023): 1–18. http://dx.doi.org/10.54195/ijpe.14118.

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Worldwide interest in improving family-school interactions sets the stage for examining how national reform policies have influenced the promotion of family and school partnerships. I examined the history of changing policies concerning home-school relations in five countries: The United States, Australia, Canada, Finland and Sweden. Common themes emerged that reflect two co-existing educational ideologies across the nations—collaboration and consumerism. The contradictory nature of these ideas and the ensuing confusion can weaken the implementation of family-school collaborations. Researchers

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Minke, Kathleen M., and Kellie J. Anderson. "Family—School Collaboration and Positive Behavior Support." Journal of Positive Behavior Interventions 7, no. 3 (2005): 181–85. http://dx.doi.org/10.1177/10983007050070030701.

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Pusztai, Gabriella, Anna Błasiak, and Ewa Dybowska. "Editorial: School and Family – Collaboration, Partnership, Engagement." Horyzonty Wychowania 23, no. 66 (2024): 5–6. http://dx.doi.org/10.35765/hw.2024.2366.01.

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School and family cooperation is not a new topic, it is constantly present in the discourse on education, which in the 21st century is seen as one of the conditions for the success of societies. It is observed and experienced that there is a large gap between theory and practice in the field of cooperation, so there is a need for these issues to be constantly addressed by theoreticians and practitioners, in order to develop new solutions adequate to the specifics of the times in which we have come to function. Family and school are two important environments for development and upbringing. The

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Higgins Hains, Ann, Susan A. Fowler, and Lynette K. Chandler. "Planning School Transitions: Family and Professional Collaboration." Journal of the Division for Early Childhood 12, no. 2 (1988): 108–15. http://dx.doi.org/10.1177/105381518801200202.

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Štefulj, Lana, and Barbara Kušević. "Family, school and community collaboration - school edagogues caught in double binds." Školski vjesnik 70, no. 1 (2021): 415–30. http://dx.doi.org/10.38003/sv.70.1.13.

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Emphasizing the importance of community collaboration is a recent and in Croatian research a relatively unexplored way of positioning family-school relationships in the wider exosystem and macrosystem, within which they develop. The aim of this paper is to analyse contradictory expectations school pedagogues are exposed to in the process of family, school and community collaboration. More specifically, after analysing the discrepancies between theoretical and legislative articulations of community collaboration and the practical limitations that arise in their implementation, we discuss the re

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Moore-Thomas, Cheryl, and Norma L. Day-Vines. "Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400106.

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Emerging literature on school-family-community partnerships suggests positive educational and social outcomes for students (Koonce & Harper, 2005; Mitchell & Bryan, 2007). This article discusses the historical and contemporary factors and barriers that affect African American students and their families as they partner with schools and communities. The article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and sociocultural realities of African American students, families, and their communit

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Gormley, Matthew J., Justin P. Allen, and Shane R. Jimerson. "Advancing Consultation and Family, School, and Community Collaboration." School Psychology Review 53, no. 2 (2024): 115–22. http://dx.doi.org/10.1080/2372966x.2024.2325294.

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Thompson, James R., Hedda Meadan, Kenneth W. Fansler, Sarah B. Alber, and Patricia A. Balogh. "Family Assessment Portfolios; A New Way to Jumpstart Family/School Collaboration." TEACHING Exceptional Children 39, no. 6 (2007): 19–25. http://dx.doi.org/10.1177/004005990703900603.

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Dissertations / Theses on the topic "Family-school collaboration"

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小倉, 正義, та Masayoshi OGURA. "学校と家庭の連携に関する研究の動向". 名古屋大学大学院教育発達科学研究科, 2007. http://hdl.handle.net/2237/10330.

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Aydin, Nadire Gulcin. "A national study : school counselor involvement in school, family and community partnerships with linguistically diverse families." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3254.

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In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school

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Ozturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.

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The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the exte

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Riley, Michael Wayne. "Belonging in Parent-School Partnerships: Perspectives of Parents of Middle School Students with Autism." Scholar Commons, 2002. https://scholarcommons.usf.edu/etd/5390.

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The goal of this study is to contribute to understandings of parent-school relationships involving parents of students with autism by exploring notions of belonging with a small group of parents. The purpose of the study is to describe the experiences of middle school parents of children with autism. From these descriptions, I examined how parents of students with autism might contribute to understandings of belonging in school-family partnerships and enable schools and families to collaborate more effectively. This study addresses an apparent gap in understandings of belonging of parents of c

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Figueiredo, Maria João Ferreira da Silva Amaral de. "A relação escola-família no Pré-Escolar: contributos para uma compreensão." Master's thesis, [s.n.], 2010. http://hdl.handle.net/10284/1937.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, especialização em Psicologia da Educação e Intervenção Comunitária.<br>Ao longo dos tempos a questão das relações entre pais e professores é um assunto que tem gerado várias reflexões entre muitos autores no âmbito da Psicologia da Educação. Este assunto origina debates e polémicas e leva, por vezes, a posições antagónicas. Encontramos aqueles que valorizam as relações entre a família e a escola e acreditam nas suas vantagens e os que continuam a ver a escola apenas

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Graça, Anabela Fernandes da. "Escola - Familia: a educação em rede." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4679.

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Dissertação de Mestrado em Administração Pública na especialidade de Administração da Educação<br>O presente estudo enquadra-se na análise das relações entre a escola e a família, utilizando as parcerias educativas como promoção de uma cultura de maior participação, na busca de respostas às novas exigências sociais. Alguns estudos têm demonstrado as vantagens da colaboração entre escola-família-comunidade. Nesta perspetiva, pretende-se descrever as relações existentes e, através da participação dos intervenientes, equacionar modelos que caracterizem uma melhor colaboração. O trabalho em rede

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Lukoševičienė, Vilija. "IKIMOKYKLINIO UGDYMO PEDAGOGŲ BENDRAVIMO IR BENDRADARBIAVIMO SU ŠEIMA YPATUMAI." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092821-53340.

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Bakalauro darbe analizuojami ikimokyklinio ugdymo pedagogų bendravimo ir bendradarbiavimo su šeima ypatumai. Suformuluota hipotezė, kad ikimokyklinio ugdymo pedagogų bendradarbiavimą su šeima labiausiai sąlygoja nepakankama informacijos sklaida ir neišplėtota bendradarbiavimo kompetencija. Tyrime dalyvavo 138 Šiaulių miesto ikimokyklinio ugdymo institucijų pedagogai ir 4 šių įstaigų vadovai. Anketinės apklausos būdu tirta, kokios yra pagrindinės ikimokyklinio ugdymo pedagogų bendradarbiavimo su šeima sritys, kokie veiksniai skatina ar riboja šį bendradarbiavimą ir kokios yra ikimo

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Henry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.

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<p> Faith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Cha

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Ritz, Elizabeth Coleman. "WHAT PARENTS EXPERIENCE AS THEY NAVIGATE HOME AND SCHOOL SHARED LITERACY PRACTICES WITH THEIR PRESCHOOL CHILDREN: A NARRATIVE INQUIRY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent149890872870899.

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Savard, Aurélie. "Rôle de la collaboration famille-école dans la relation entre les caractéristiques sociodémographiques des familles et les difficultés de comportement des enfants de maternelle." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9532.

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Résumé : Les enfants de maternelle dont la préparation scolaire est limitée risquent de présenter des difficultés comportementales nuisibles à leur adaptation ultérieure. L’implication des parents à l’école, plus précisément la collaboration famille-école (CFE), peut représenter un facteur de protection favorisant l’adaptation de l’enfant tout au long de son parcours scolaire. Les écrits scientifiques suggèrent que la CFE jouerait un rôle important dans l’explication des difficultés de comportement, surtout auprès des enfants provenant de familles défavorisées. Cette étude porte sur le rôle de

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Books on the topic "Family-school collaboration"

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B, Grant Kathy, and Ray Julie, eds. Home, school, and community collaboration: Culturally responsive family involvement. Sage Publications, 2009.

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Julie, Ray, ed. Home, school, and community collaboration: Culturally responsive family engagement. 2nd ed. SAGE Publications, 2013.

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J, Dietz Michael, and Whaley Jamie, eds. School, family, and community: Techniques and models for successful collaboration. Aspen Publishers, 1997.

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Center on Families, Communities, Schools, and Children's Learning. Crossing boundaries: Multi-national action research on family-school collaboration. Center on Families, Communities, Schools and Children's Learning, 1996.

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Center on Families, Communities, Schools, and Children's Learning, Burch Patricia, Palanki Ameetha, and Institute for Responsive Education, eds. Fitting policy to family needs: Delivering comprehensive services through collaboration and family empowerment. Center on Families, Communities, Schools and Children's Learning, 1993.

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Center on Families, Communities, Schools, and Children's Learning, Palanki Ameetha, Davies Don 1926-, and Institute for Responsive Education, eds. From clients to partners: Four case studies of collaboration and family involvement in the development of school-linked services. Center on Families, Communities, Schools and Children's Learning, Institute for Responsive Education, Boston University, 1995.

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Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Inc, 2018.

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Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Incorporated, 2023.

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Grant, Kathy Beth, and Julie A. Ray. Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Incorporated, 2015.

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Grant, Kathy Beth, and Julie A. Ray. Home, School, and Community Collaboration: Culturally Responsive Family Involvement. SAGE Publications, Incorporated, 2009.

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Book chapters on the topic "Family-school collaboration"

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Ribera, Deborah. "The Case of Collaboration." In School-Based Family Counseling. Routledge, 2019. http://dx.doi.org/10.4324/9781351029988-15.

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Dickinson, Karen, and Vicki A. McGinley. "Family Perspectives and Home-School Collaboration." In Working with Students with Disabilities: Preparing School Counselors. SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n8.

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Roth, Jeffrey C., and Terri A. Erbacher. "Family – School Collaboration and Caregiver Education." In Developing Comprehensive School Safety and Mental Health Programs. Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-9.

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Minch, Devon, Andy Garbacz, Laura Kern, and Emily Baton. "Assessing and Evaluating Family–School Collaboration in Schools." In Issues in Clinical Child Psychology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20006-9_12.

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Garbacz, S. Andrew, Devon R. Minch, Katherine L. Lawlor, and Caleb Flack. "Advancing Research to Improve Family–School Collaboration in School Mental Health." In Issues in Clinical Child Psychology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20006-9_11.

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Weist, Mark D., Ariel M. Domlyn, and Darien Collins. "Enhancing Stakeholder Engagement, Collaboration, and Family–School–Community Partnerships in School Mental Health." In Issues in Clinical Child Psychology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20006-9_10.

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Gopaul-Knights, Kezia, Emily J. Hernandez, and Michael J. Carter. "How to Build Collaboration Between Immigrant Families and Schools Using Conjoint Family Counseling." In School-Based Family Counseling With Refugees and Immigrants. Routledge, 2022. http://dx.doi.org/10.4324/9781003097891-6.

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Edwards, Patricia A. "A Teacher Educator’s Plea to Prepare Preservice Teachers for Family/School Collaboration." In Becoming Critical Teacher Educators. Routledge, 2017. http://dx.doi.org/10.4324/9781315400945-7.

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Hands, Catherine M. "School-Community Collaboration: Insights from Two Decades of Partnership Development." In Schools as Community Hubs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_3.

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AbstractIn recent years, there has been increasing interest in school-community partnerships as a promising way of supporting students academically, socially and emotionally in both Canada and the United States. This chapter outlines a partnership process that developers have found useful over past decades in creating their school-community relationships. While understanding the partnership process is helpful, relationships are fostered in complex social contexts that can either facilitate or frustrate efforts to collaborate. A willingness to accommodate collaborators’ needs and goals, and opp

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Wang, Yuxin. "Constructing a Family-School Collaboration Framework for Developing Adolescents’ Physical Literacy in Table Tennis." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-440-2_34.

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Conference papers on the topic "Family-school collaboration"

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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to p

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Surikova, Svetlana, and Manuel Joaquín Fernández González. "Theoretical Insights and Parents’ Views about Family-School Collaboration for Character Education in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.64.

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This article presents a mixed-method study aimed at identifying preconditions of effective family-school partnerships for implementing character education at school. The research questions were: ‘What do parents think about the existence and quality of family-school collaboration for character education in Latvian schools? Which are the most/least common family-school relationship models and strategies for promoting effective family-school partnerships to implement character education at school in Latvia?’ The theoretical background of the study provided a brief overview of existing theoretica

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Zgureanu, Rita. "Collaboration between school and family in the context of pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p231-234.

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The pandemic crisis caused the school to fail to carry out its mission without a family. In recent years, family and school are working together more and more. With the shift to teaching the digital divide online it has become a chasm. The family is struggling to discover a new technology, in a new language with a single computer for multiple children and unsafe or non-existent internet access. Today, the educational duties of the school and the parental, in order to bear fruit, the school needs the conscious support and collaboration of the parents. Without them, children are not receptive en

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STRATAN, Valentina. "Strengthening the school – family educational partnership to ensure quality inclusive education." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p182-187.

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The school-family partnership is an important current issue. The role of the school-family educational partnership is amplified in the context of the development and promotion of inclusive education. The study focused on strengthening the school-family educational partnership in the context of ensuring a quality inclusive education. We appreciate the school-family partnership not as an extension of the participation of the actors involved, but as a governing relationship of the actions orchestrated by a purpose and idea. We identify two main dimensions in the involvement of both the school and

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Bejenari, Ludmila. "Interaction Psychopedagogical assistance service - family: up-to-date strategies of collaboration in the Pandemic period." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p281-284.

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The interaction of family and school is a process of joint activities to agree on the objectives, forms, and methods of family and school education. The value base of such an interaction is the creation of conditions for the achievement of the child, his personal growth, the formation of motivation for learning, maintaining physical and mental health, and social adaptation. Also, the cooperation between family and school aims to harmonize the relationship between teachers, students, and parents, timely identification of family problems, and effective social, pedagogical, and psychological supp

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NEACȘU, Ioan Cristian, and Roxana Gabriela DUMITRAȘCU. "Social responsibility, attribute of the school-family partnership." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p74-79.

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The concept of partnership between school and community relies on the principle of complementarity of services provided by organizations working in the community. Schools are strongly anchored in the local community and through their status, through the competences of human resources involved in the educational system, they can become the promoter of the community partnership. The student's family makes the connection between the educational service provider and the community. Those children who are supported by their parents, who have adequate pro-school attitudes in the family, achieve high

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as fol

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Meyer, Eric, Hélène Sauzeon, Isabeau Saint-supery, and Cécile Mazon. "Systematic review of technologies to collaborate and co-educate students with special educational needs and supporting their schooling." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004060.

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Since 1994, the inclusion of students with special educational needs (SEN) has been a vital part of the educational system (UNESCO, 1994). In the early 2000s, educational systems underwent reforms to accommodate this change, leading to increased communication and collaboration efforts between families and educational partners (Wehmeyer & Patton, 2017). These efforts are supported by the growth of digital technologies (Kefallinou et al., 2020; Zallio & Ohashi, 2022). Various models of family-professional collaboration, such as the "Sunshine Model" (Haines et al., 2017), "Whole School Mo

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Lara, Adam. "Challenges With Embracing Tension for Equitable Collaboration in Family-School Partnerships (Poster 40)." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2113260.

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Simcenco, Irina. "School - family collaboration in the context of the pandemic situation and the development of students' scientific thinking." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p243-248.

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In the context of the Covid-19, the online pedagogical process has become a necessity that offers opportunities to school and family, in the same time, but also many uncertainties, challenges. The role of the parent, as a partner of the teacher, is very important in order to adapt the student to the new requirements. Distance learning emphasizes the development of digital skills in students, the development of self-employment skills. Strengthening the school-family partnership must focus on systematic communication, mutual support and help, constructive feedback, material and financial involve

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Reports on the topic "Family-school collaboration"

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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora

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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi

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Green, Crystal, Mariah Voutilainen, and Lauren Ziegler. Journeys in Family School Engagement. HundrED, 2023. http://dx.doi.org/10.58261/zhac4043.

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In early 2021, Parents as Allies (PAA) began a journey of collaborating with school teams in a design sprint process to develop creative and innovative solutions, or “hacks” that would address the specific needs of their communities. Their initial, two-month design sprint in 2021 centred around the question: “How might we build stronger engagement between families and schools for the benefit of all students?” Almost one year later, in April 2022, PAA began a second iteration. Parents as Allies 2.0 narrowed its focus to 22 Western Pennsylvania school districts. Joined by design sprint guides, t

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Barton, Adam Barton, Lauren Ziegler Ziegler, Mahsa Ershadi Ershadi, and Rebecca Winthrop Winthrop. Collaborating to transform and improve education systems: A playbook for family-school engagement. Brookings Institution, 2021. http://dx.doi.org/10.15868/socialsector.40270.

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Sim, Leslie, Zhen Wang, Paul E. Croarkin, et al. Management of Suicidal Thoughts and Behaviors in Youth: A Systematic Review. Agency for Healthcare Research and Quality, 2025. https://doi.org/10.23970/ahrqepcsr_suicidalyouth.

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Background: Suicide is a leading cause of death in young people and an escalating public health crisis. We aimed to assess the effectiveness and harms of available treatments for suicidal thoughts and behaviors in youths at heightened risk for suicide. We also aimed to examine how social determinants of health, racism, disparities, care delivery methods, and patient demographics affect outcomes. Methods: We conducted a systematic review and searched several databases including MEDLINE®, Embase®, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, and others

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Listen Up! How can social and behavior change programming improve reproductive health and family planning behaviors of out-of-school youth in the Philippines? Population Council, 2021. http://dx.doi.org/10.31899/pgy18.1032.

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The Breakthrough RESEARCH project, in collaboration with De La Salle University’s Social Development Research Center in Manila, conducted a targeted study to better understand which social and behavior change programming approaches are most effective for encouraging out-of-school youth (OSY) ages 15 to 19 to adopt priority reproductive health (RH) and family planning (FP) behaviors. The study was conducted among OSY in four urban regions of the Philippines: Manila, Quezon City, Cebu City, and Davao City.

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Adolescent reproductive health: Booklet for parents. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1046.

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In Indonesia, collaboration between the Center for Health Research, University of Indonesia, National Family Planning Coordinating Board (BKKBN), UNFPA Jakarta, and the Population Council resulted in production and distribution of two prototype modules as basic materials on reproductive health for families with school-age children and adolescents. An updated version for both parents and adolescents was published by BKKBN. The Population Council believed that international versions (in English) would be of value, as the gaps in information are similar worldwide with respect to topics covered by

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