Developing a Validated Family-School Partnership Assessment for Child Health and Well-Being: A Multidimensional Approach
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| Title: | Developing a Validated Family-School Partnership Assessment for Child Health and Well-Being: A Multidimensional Approach |
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| Language: | English |
| Authors: | Leah M. Lessard, Sara T. Stacy, Carmen M. Culotta, Karen Glueckert (ORCID |
| Source: | Journal of School Health. 2025 95(12):1017-1025. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Family School Relationship, Partnerships in Education, Child Health, Well Being, Test Construction, Parent Participation, School Culture, Interpersonal Communication, Test Validity |
| DOI: | 10.1111/josh.70065 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Family-school partnerships (FSPs) play an important role in supporting child health and well-being. The current study aimed to develop and validate a psychometrically sound instrument to assess FSPs within the context of child health. Methods: The instrument was developed through a mixed-methods three-phased approach, including pilot testing with 105 parent/caregiver (n = 53) and school staff (n = 52) participants. Analytic methods included principal component analysis (PCA) followed by exploratory factor analysis (EFA) that used polychoric correlations. Results: Results of the PCA and EFA analyses refined the instrument to 24 items across two factors: communication, engagement, and culture (14-items), and opportunities and supports for family engagement (10-items). Implications for School Health Policy and Practice: The Family-School Partnership Assessment (FSPA) offers a validated framework to enhance school health initiatives through improved partnership strategies. The FSPA promotes inclusive practices and structured approaches for collaborative family engagement. Conclusions: The FSPA is a feasible and psychometrically valid measure for assessing FSPs within the context of child health. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489252 |
| Database: | ERIC |
| Abstract: | Background: Family-school partnerships (FSPs) play an important role in supporting child health and well-being. The current study aimed to develop and validate a psychometrically sound instrument to assess FSPs within the context of child health. Methods: The instrument was developed through a mixed-methods three-phased approach, including pilot testing with 105 parent/caregiver (n = 53) and school staff (n = 52) participants. Analytic methods included principal component analysis (PCA) followed by exploratory factor analysis (EFA) that used polychoric correlations. Results: Results of the PCA and EFA analyses refined the instrument to 24 items across two factors: communication, engagement, and culture (14-items), and opportunities and supports for family engagement (10-items). Implications for School Health Policy and Practice: The Family-School Partnership Assessment (FSPA) offers a validated framework to enhance school health initiatives through improved partnership strategies. The FSPA promotes inclusive practices and structured approaches for collaborative family engagement. Conclusions: The FSPA is a feasible and psychometrically valid measure for assessing FSPs within the context of child health. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70065 |
