Exploring Resilience: How Schools Shape School-Family Partnerships With Parents of Disadvantaged Students During the COVID-19 Pandemic

• In Event: Intentional and Reciprocal Partnerships: Building Networks Between Schools and Communities

Abstract

This study investigated how Dutch secondary schools shaped school-family partnerships with disadvantaged families during the COVID-19 pandemic, using the concept of resilience as analytical lens (Williams, 2017). We applied a multiple case study design and collected data through group interviews with school board members, teachers, students, and parents in five schools. Mentors (teachers who guide and advise students) had a crucial role in picking up, recognizing and responding appropriately to signs that could be related to students` learning or well-being at risk, such as absence or lack of materials and resources during online education. Importantly, schools’ internal and external network facilitated mentors resilient responses. This study showed how schools rebound in (un)expected situations whilst protecting the development of (disadvantaged) students.

Authors

• Petrie van der Zanden, Radboud University Nijmegen

• Annemie Struyf, University of Amsterdam

• Eddie Denessen, Radboud University Nijmegen

• Femke Geijsel, Tilburg University

• Frank Cornelissen, University of Amsterdam

• Bieke Schreurs, University of Amsterdam

• Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education

• Peter Sleegers