Objective
This study developed a practice framework to identify and explain family engagement practice for school‐based service delivery.
Background
School–family–community partnerships expand the possibilities for family engagement by providing comprehensive services to families and children. No research to date has explored practitioners’ perspectives of family engagement practice, and few practice frameworks exist to guide family engagement efforts.
Method
In this grounded theory study, we used qualitative interview data from 18 family engagement professionals (FEP) within one district‐wide, school‐based agency to identify the practices FEPs used to engage families in services.
Results
Analyses revealed that FEPs used a specific set of engagement practice strategies that included providing immediate and ongoing support, establishing rapport, establishing trust, and empowering families. These strategies were situated within a broader paradigmatic context and rooted in a set of core personal dispositions that were reflected in the framework.
Implications
This framework may be used to guide professional development activities, refine existing practice, and inform programmatic policies shaping school‐based family engagement initiatives.