https://orcid.org/0000-0001-8673-9153
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ABSTRACT
Positive home-school relationships are essential for students with SEN, and this was especially true during the initial months of the pandemic lockdown, when parents took on more responsibility for schooling. Qualitative analyses suggested that principals and parents struggled to make connections during the first months of emergency schooling but ultimately recognized the value of family-focused planning and working together as co-educators. Participants identified “partner with parents” and “develop iterative practice” as steps moving forward. Recommendations for effective school/home relationships during crises are framed by sensemaking theory.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
This work was supported by the Social Sciences and Humanities Research Council of Canada [grant number: 435-2019-0719].