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Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals.

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Title: Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals.
Authors: R. Gaspar, Catherine1 (AUTHOR) cgaspar@wisc.edu, B. Jahromi, Laudan1 (AUTHOR), Rooney, Mary Ellen2 (AUTHOR), Rodriguez, Stephanie2 (AUTHOR), Advisory Board, ABC-TC CBPR2 (AUTHOR)
Source: Journal of Early Childhood Teacher Education. Jan-Mar2026, Vol. 47 Issue 1, p41-66. 26p.
Subject Terms: *Family-school relationships, *Early childhood education, *Educators, *Disabilities, *Student engagement, *Cultural pluralism, COVID-19, Community-based participatory research
Abstract: The COVID-19 pandemic caused shifts in the educational landscape and revealed gaps in educational processes, including the practices of education professionals. The present study used a Community-Based Participatory Research (CBPR) approach to explore the experiences of 10 early childhood special education professionals who supported racially and ethnically diverse families of preschoolers with disabilities to gain insight into family–school relationship dynamics during COVID-19. Through interviews, education professionals shared their firsthand experiences in relation to navigating home–school relationships during the pandemic. Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later, reflections from professionals in the study's CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home–school relationships throughout the early childhood years. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals.
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  Data: <searchLink fieldCode="AR" term="%22R%2E+Gaspar%2C+Catherine%22">R. Gaspar, Catherine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cgaspar@wisc.edu</i><br /><searchLink fieldCode="AR" term="%22B%2E+Jahromi%2C+Laudan%22">B. Jahromi, Laudan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rooney%2C+Mary+Ellen%22">Rooney, Mary Ellen</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Stephanie%22">Rodriguez, Stephanie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Advisory+Board%2C+ABC-TC+CBPR%22">Advisory Board, ABC-TC CBPR</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Jan-Mar2026, Vol. 47 Issue 1, p41-66. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Family-school+relationships%22">Family-school relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink>
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  Data: The COVID-19 pandemic caused shifts in the educational landscape and revealed gaps in educational processes, including the practices of education professionals. The present study used a Community-Based Participatory Research (CBPR) approach to explore the experiences of 10 early childhood special education professionals who supported racially and ethnically diverse families of preschoolers with disabilities to gain insight into family–school relationship dynamics during COVID-19. Through interviews, education professionals shared their firsthand experiences in relation to navigating home–school relationships during the pandemic. Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later, reflections from professionals in the study's CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home–school relationships throughout the early childhood years. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10901027.2025.2452374
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        Text: English
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        PageCount: 26
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      – SubjectFull: Disabilities
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      – SubjectFull: Cultural pluralism
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      – SubjectFull: COVID-19
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      – SubjectFull: Community-based participatory research
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      – TitleFull: Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals.
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              Text: Jan-Mar2026
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              Y: 2026
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