Date of Award
5-2026
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Brain Valentini
Second Advisor
Bradley Kaffer
Third Advisor
Martin Lo
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
family–school collaboration, EBD, elementary students, parent involvement, behavioral outcomes
Abstract
This literature review examines how Family–school collaboration impacts the academic and behavioral outcomes of elementary students with Emotional and Behavioral Disorders (EBD) from diverse backgrounds. Guided by Bronfenbrenner’s Ecological Systems Theory and Epstein’s Framework of Six Types of Involvement, this study synthesizes peer-reviewed research to identify effective collaboration practices and barriers to implementation. Six empirical studies meeting the inclusion criteria were analyzed using a structured coding process focusing on collaboration features, participant characteristics, and reported outcomes. Findings indicate that structured communication, collaborative decision-making, and parent coaching are consistently associated with improved behavioral regulation, increased engagement, and enhanced social competence. Culturally responsive practices and system-level supports further strengthen these outcomes by increasing family trust and participation. However, barriers such as limited resources, inconsistent fidelity, and underrepresentation of diverse populations remain. The results suggest that family–school collaboration functions as a critical mechanism for improving student outcomes when implemented intentionally and with cultural responsiveness. Implications for practice, policy, and future research are discussed.
Recommended Citation
Barnes, Aimee G., "How does family-school collaboration impact the academic and behavioral outcomes of elementary students with Emotional and Behavioral Disorders (EBD) from diverse backgrounds?" (2026). Culminating Projects in Special Education. 237.
https://repository.stcloudstate.edu/sped_etds/237
