School-Family Collaboration in Cases of Students with Emotional and/or Behavioral Disorders. The Perspective of Secondary Education Teachers

This research aimed to document the views of secondary education teachers on the issue of school-family collaboration in cases of students with emotional and behavioral disorders. Specific research objectives included understanding how teachers approach the concept of school-family collaboration, their strategies, and the factors they consider pivotal for school-family relationships. The researcher used qualitative research methods, and interviews were conducted with eight secondary school teachers who were experienced in managing students with learning difficulties. The findings revealed a notable trend: while there was a narrow and limited perception of the concept of school-family collaboration, indications of a desire to cultivate more profound and substantial collaborative relationships between schools and families also emerged. This finding signifies a promising trajectory towards creating genuinely open schools collaborating with students" families and local communities, aiming for students" overall well-being.