By Ley-Anne Folks
Forging a school-home team involves establishing a strong, collaborative relationship between educators and families with twice-exceptional (2e) students. This partnership prioritizes the student's well-being and academic progress (Smith et al., 2022) while recognizing the importance of the relationships among the many adults in the student's life. This school-home partnership allows for the implementation of best educational practices for the child.
Like any good partnership, a successful school-home team requires ongoing, two-way, positive, and curious communication about and with the student. School staff must listen to the families with an open mind, considering how their experiences can support a positive school experience for the 2e student (Santiago, et al., 2016). Setting common goals and using vocabulary that the parents or guardians can understand are crucial to fostering collaboration. By emphasizing a collaborative approach between the adults and ensuring that the 2e student is included in age and topic-appropriate discussions, educators create an environment of open communication, which demonstrates a research-based, positive impact on student engagement, academics, and behavior (Smith, et al., 2022).
The onus for collaboration is on school staff. They must initiate communication and use strategies to ensure a productive school-home partnership. Educators, school counselors, and paraprofessionals should educate themselves about 2e characteristics and needs to have informed conversations with families. Consider allocating time for a longer conversation during the initial meeting with parents or guardians of 2e students, ideally before the start of the school year. This helps families feel heard and validated, as many families of 2e students have struggled with school systems and staff to have their child’s unique learning and social-emotional needs recognized. Placing focus on understanding and helping the student, withholding judgment, and creating a safe space for the family to share relevant information is vital. Sending positive notes, emails, or making phone calls home to share uplifting experiences, particularly for students with a history of challenging behavior, can reinforce the partnership.
Documenting and sharing the student's academic and social-emotional growth is crucial to creating a supportive environment. Finding opportunities for the school to learn how the child interacts and behaves at home can help bridge the gap between the two environments. Inviting families to participate in activities at school fosters a sense of community and strengthens the relationship. It is important to create psychologically safe environments and be aware of perspectives around disabilities, LGBTQ+ issues, sex education, and politics.
Potentially sensitive topics are additional factors to consider when forging school-home teams, as various aspects can impact the school's and parents' collaboration (Santiago, et al., 2016). These factors may include home language, cultural considerations, family dynamics, knowledge of 2e (twice exceptional) issues, building relationships with challenging students' caregivers, and communication preferences.
Home language plays a crucial role in effective communication. If the teacher does not speak the same language used at home, it is even more essential to communicate student observations and provide information in multiple ways, such as written, oral, and visual formats. If language barriers exist, efforts should be made to provide a translator or interpreter who can convey key information in a culturally sensitive manner. Collaboration with the student can also help them share information with their parents, although sensitivity is required as the student may not always accurately convey negative information. Using communication platforms that allow for accurate translation can also be beneficial.
Cultural differences can affect the acceptance of a diagnosis and it may be perceived as a deficit. It is important not to suggest a diagnosis but to empathize with the family's viewpoints. Sharing strategies related to the challenges rather than the diagnosis can be helpful. If asked, providing more information on how the diagnosis may affect the student at school can be beneficial.
Family factors such as divorce, illness, siblings, financial issues, and differing parental viewpoints can impact the school-home team (Novick, 2016). It is essential to ensure that all parents or guardians who are legally permitted are included in the communication process and allow for the sharing of multiple perspectives. Empathy should be shown toward different viewpoints, and it is important to remind all parties to maintain focus on the child. Family members should be active partners in creating collaborative plans to support the student at home and school.
Knowing about twice exceptionality (2e) is crucial for effective collaboration. Recognizing that 2e students exist and providing clear and concise information regarding specific traits or needs can be helpful for both members of the school-home partnership. If appropriate, sharing strategies and information directly with the student regarding their diagnosis can help the student understand their learning needs. Organizing family information evenings or virtual meetings on relevant topics can also promote understanding within the broader community (Novick, 2016). Sharing information about twice exceptionality school-wide can help raise awareness and acceptance.
Building the school-home team for challenging students requires understanding that many families with 2e children are in crisis. Parents and students may have had negative experiences with previous school systems, so it is important to provide a psychologically safe environment for collaboration. Encouraging parents or guardians to speak about their concerns and experiences and allowing them time to feel heard can help families function as equal partners. Empathy should be shown toward the parent's perspective, and interactions should remain pleasant, calm, and neutral (Novick, 2016). Creating a shared document where school staff and families can communicate and developing an action plan are effective strategies for building consistent two-way communication. Regular communication with the home should be planned, with the student remaining at the center of the conversation.
Having difficult conversations requires establishing positive communication early on, especially if challenging discussions are possible later in the year. It is crucial to remember that the child is the center, and adults are meeting to support and help the child. When reporting an incident, it is important to provide factual details without assigning reasons or blame (Novick, 2016). Remaining calm, rescheduling emotionally charged conversations, and having colleagues review emails for tone, emotion, and word choice can help navigate difficult discussions. Taking notes is also necessary for documentation purposes.
When responding to frustrated parents, actively listen to their concerns without becoming defensive. Defensiveness does not serve anyone well, and students are less likely to receive the help they need in that climate (Gwernan-Jones et al., 2015). Maintaining a calm demeanor while being respectful and curious can help defuse tense situations. Identifying issues without blaming the student and offering to involve administrators if there is no common ground can help remove emotion-based reactions while creating positive solutions.
The benefits of school-home teams are numerous. They ensure consistent messaging to the child, leading to more effective support (Santiago, et al., 2016). The collaborative approach promotes the student's academic and social-emotional growth (Smith, et al., 2022). Honest and open communication between home and school creates a positive relationship that makes life easier for everyone involved. Furthermore, it establishes a psychologically safe environment where all members feel valued and respected.
Moving forward, it is important to maintain regular check-ins to monitor student progress and address concerns. This includes updating or modifying the existing action plan to ensure it aligns with the student's current needs. Additionally, it is crucial to ensure that families know who is assisting their child at school. This team may include education assistants, counselors, learning strategists, and support teachers. The teacher must communicate and collaborate with this team regularly, sharing relevant information and documenting essential details for future reference. If community resources are involved, such as external therapists or agencies, keeping open lines of communication with them (with family permission) while coordinating efforts will further enhance the support for the student.
Documenting interactions, progress, and interventions create data points for future reference and continuity of care. This documentation can help track the student's development, identify effective strategies, and provide valuable information to inform future discussions and decision-making. By ensuring effective communication, collaboration, and documentation within the school-home team and the broader support network, the student's educational journey can be effectively supported and optimized for their success.
References
Gwernan-Jones, R., Moore, D. A., Garside, R., Richardson, M., Thompson-Coon, J., Rogers, M., Cooper, P., Stein, K., & Ford, T. (2015). ADHD, parent perspectives and parent-teacher relationships: grounds for conflict. British Journal of Special Education, 42(3), 279–300. https://doi.org/10.1111/1467-8578.12087
Novick, B. (2017). Parents and teachers working together: Addressing school’s most vital stakeholders. Rowman & Littlefield.
Santiago, R., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-teacher relationships in elementary school: An examination of parent-teacher trust. Psychology in the Schools, 53(10), 1003–1017. https://doi.org/10.1002/pits.21971
Smith, T. E., Holmes, S. R., Romero, M. E., & Sheridan, S. M. (2022). Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis. School Mental Health, 14(2), 278–293. https://doi.org/10.1007/s12310-022-09510-9
S. Ley-Anne Folks is a Canadian educator specializing in twice-exceptional (2e) learners. Her interdisciplinary M.Ed. investigated supporting executive function development in gifted students with co-occurring ADHD. This led to exploring the combined impact of executive function (EF) delays on other 2e conditions (LDs, ASD, anxiety) that impact learning in a classroom setting. As a Learning Strategist for 2e learners in grades 5-8, she helps teachers build their capacity to work with 2e students in the classroom, creates innovative learning plans, and provides one-on-one instruction to support and help 2e students develop their academic and EF skills. Ley-Anne is currently pursuing an Ed.D. in Cognitive Diversity at Bridges Graduate School.