Article
Working With Grandparent-Headed Families in Schools: School Professionals' Perspectives
Journal of Education for Students Placed at Risk
(2016)
Abstract
This qualitative study explores the experiences of school professionals working with grandparent-headed families. Twenty individual interviews with an array of professional school staff were conducted. Thematic analysis was utilized, and 3 key themes emerged: (a) compassion for grandparent-headed families' unique challenges; (b) lack of adequate knowledge about grandparent-headed families; and (c) strategies for engaging grandparents raising their grandchildren. Implications address the importance of understanding the unique needs of grandparent-headed families and ways to maximize the success of these marginalized families through active family engagement and school-linked services.
Keywords
- grandparent-headed families
Disciplines
Publication Date
December 23, 2016
DOI
10.1080/10824669.2016.1250096
Publisher Statement
This is the metadata for an article published by Taylor & Francis in the Journal of Education for Students Placed as Risk in 2017, available online: http://dx.doi.org/10.1080/10824669.2016.1250096
Citation Information
Lee, Y., Bronstein, L. R., Kida, L., & Saastamoinen M. (in press). Working with grandparent-headed families in schools: School professionals’ perspectives. Journal of Education for Students Placed at Risk.