Abstract
ABSTRACTInterprofessional education (IPE) is now widely considered an essential part of preparing professionals to work more effectively with marginalised families, such as grandparent-headed families. This study aims to explore the potential for IPE through a family-centred programme for grandparent-headed families during professional preparation for education, social work, and nursing students to foster collaboration. Using mixed methods with concurrent data collection and analyses, this study suggests that participation in IPE can positively impact perceptions of interprofessional collaboration to better meet the multifaceted needs of grandparent-headed families by increasing awareness and self-efficacy for interprofessional collaboration in schools and deepening understandings of non-traditional families. Implications highlight possibilities for more flexible and integrated professional identities in working with children and their families as well as the potential for future school professionals to embrace more comprehensive services in schools.
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