This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.

中文翻译：

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影响有情感/行为问题的高中青年父母参与特殊教育的关系因素

这项研究检查了影响有情感/行为障碍的高中青年父母的学校参与的相关因素。接受特殊教育服务的14名高中学生父母（12名母亲，2名父亲）参加了半结构化访谈。录音电话采访的正式定性分析显示了父母的一些积极和消极的经历，父母共同抚养对提高对孩子的支持的重要性（以及有效父母共同抚养的范围），以及父母对改善家庭参与过程的建议。总体而言，父母赞赏并建议与学校工作人员进行积极，积极的沟通与合作，强调学生的才能，真正并有意义地参与个性化教育计划（IEP）的过程，有足够的时间进行这种参与，并组织员工并与他们一起工作。讨论了有关实践和政策改进的想法以及未来研究方向的发现。