FAMILY‐SCHOOL CONFLICT: IMPLICATIONS FOR THE FAMILY

The author gratefully acknowledges the following individuals for their assistance in the preparation of this article: Joyce Forsythe, Director, Family Development Services, New Rochelle, NY; Joan Harrington, Director, Advocates for Children, New York, NY; Miguel Salazar, Program Director, Resources for Children with Special Needs, New York, NY; Carol Saul; and Adaia Shumsky.

Abstract

The importance of family‐school partnerships has been widely acknowledged in the literature. Despite the numerous benefits, a number of obstacles may prevent such a collaboration and increase the likelihood of conflict. The resulting adversarial relationship can be viewed as a significant stress on the family with an exceptional child and may be manifested in family interaction and/or work performance. Family functioning appears to be a mediating factor in determining the effect this stress will have on the family.

The author gratefully acknowledges the following individuals for their assistance in the preparation of this article: Joyce Forsythe, Director, Family Development Services, New Rochelle, NY; Joan Harrington, Director, Advocates for Children, New York, NY; Miguel Salazar, Program Director, Resources for Children with Special Needs, New York, NY; Carol Saul; and Adaia Shumsky.

Notes

The author gratefully acknowledges the following individuals for their assistance in the preparation of this article: Joyce Forsythe, Director, Family Development Services, New Rochelle, NY; Joan Harrington, Director, Advocates for Children, New York, NY; Miguel Salazar, Program Director, Resources for Children with Special Needs, New York, NY; Carol Saul; and Adaia Shumsky.

Additional information

Notes on contributors

Marian C. Fish

Marian C. Fish is Coordinator of the School Psychology Program at Queens College of the City University of New York. She has extensive experience in working with families under stress.