Candace Schlein

Supporting Muslim Students in Secular Public Schools

This article discusses the findings of a study examining the challenges and opportunities of supporting Muslim students in secular public schools. Education is explored as a multifaceted interplay between home and family life, community resources, school programs and policies, and classroom lessons to investigate the curricular experiences of Muslim students in North America. In particular, this study focuses on data gathered through interviews, informal conversations, and participant observations to draw a narrative case study of a female, Bangladeshi, Muslim student attending a comprehensive elementary and middle school. The study explores tensions and growth among this Muslim student, her parent, and members of her school community as she balances affiliation to family beliefs and practices, her ethnic community, her Muslim community within the diaspora, and her school community.

Qualitative Explorations of Family-School Relationships Regarding Children with Emotional and Behavioral Disorders (EBD) and Reactive Attachment Disorder (RAD)

This special issue includes a set of 7 general articles on this topic from different academic fields, which coalesce with a focus on family and school interactions and a qualitative research perspective and/or consideration of ways in which the qualitative methodology might further support the literature in this area. The studies and manuscripts in this themed issue include research articles and conceptual argument articles that express the work of behavior and family specialists and academics in the areas of education and psychology.

How Are We Doing?: Family-School Relationships and Children With Reactive Attachment Disorder

Background : Students with Reactive Attachment Disorder (RAD) might benefit academically, socially, behaviorally, and emotionally from the establishment of effective, collaborative partnerships between home and school. Enhanced family interactions with schools might prove to promote positive outcomes in both home and school settings. Objective : In this article, we examine the level and quality of home and school participation between parents of children with RAD and school professionals within the context of the principles of effective partnerships: communication, professional competence, respect, commitment, equality, advocacy, and trust. Method : This study employed a qualitative methodology utilizing the narrative inquiry research tradition. In particular, we employed a semi–structured interview method, which allowed us to ask clarifying questions, further probe specific responses, and provide participants with an opportunity to elaborate on their stories of experience if they so desired. Results : Using Turnbull et al.s (2015) seven principles of effective partnership, data from this study indicated that for these parents, families were not allowed to participate as equal partners, if at all, in the educational process. Conclusion : Results suggested that interactions with education professionals were often non-productive or adversarial and family input was often ignored. Effective partnerships were minimal to non-existent.

Possibilities for Home and School Partnering Interactions Among Children with Emotional and Behavioral Disorders and Attachment Issues

Background : Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective : This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method : Qualitative research was employed to consider this topic across included special issue articles. Conclusion : A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.