This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.

这项定性案例研究探讨了管理员对家庭和社区参与活动的看法，这些活动增强了学生的幸福感并最终影响了一个市区的学业成绩。对11个半结构化访谈和观察笔记的模板分析采用了积极的心理健康理论构造PERMA（H）。主管部门将注意力集中在学生取得学业成就之前的出勤率，参与度和幸福感上。针对已确定的非学术障碍的叙述提供了六个关键发现。调查结果得到19种特定管理员活动的支持，这对于希望解决非学术障碍以提高学术成就的其他城市管理员可能有用。