Abstract
Family school engagement practices (e.g., family school partnerships and parental involvement) are empirically supported across academic and social-behavioral domains. Despite family school engagement and parent involvement being deemed important across elementary and secondary schooling, much of the research has focused on early childhood and elementary students. Understanding family school engagement across all stages of development is important, as aspects of family school engagement practices often become more challenging as children grow into middle- and high-school students. This special series works to build our knowledge of family school engagement across development. The series presents a set of studies which confer current knowledge on the association between family school engagement and child outcomes in elementary, middle, and high school while offering important implications for school personnel. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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