Teachers’ Self-Efficacy for Cooperation with Parents of Children with Special Educational Needs and Related Vulnerable or At-Risk Populations: A Scoping Review

Teachers are increasingly expected to communicate effectively with parents and families, particularly in educational contexts involving children with special educational needs (SEN) and related vulnerable or at-risk populations. Despite the importance of this aspect of their professional role, many teachers perceive family–school cooperation as challenging. Teacher preparedness for working with families has frequently been examined through the concept of self-efficacy, as defined within Bandura’s social cognitive theory. This scoping review maps existing research on teachers’ self-efficacy for cooperation with parents, with a primary focus on children with SEN while also considering related vulnerable or at-risk student populations where teacher self-efficacy and family–school cooperation represented central aspects of the study. The review was conducted using a structured methodological framework and reported in accordance with PRISMA-ScR guidance. Studies indexed in Web of Science, Scopus, and ERIC were identified and screened. Thirteen studies met the inclusion criteria. Quantitative approaches predominated, although qualitative and mixed-methods studies were also represented. Six main themes emerged: (1) teacher self-efficacy in relation to family–school cooperation; (2) relationship quality, trust, and communication; (3) student characteristics and SEN-related challenges; (4) barriers associated with teacher self-efficacy; (5) professional support and contextual factors; and (6) teachers’ beliefs about parents and family engagement. Overall, the findings indicate that teacher self-efficacy in cooperation with families is associated with a complex interplay of relational, contextual, and belief-related factors. The review highlights the need for further research and context-sensitive teacher preparation, particularly in SEN, inclusive, and other educational contexts involving vulnerable student populations. Received: 28 June 2026 / Accepted: 24 October 2026 / Published: November 2026