Abstract
The article presents a summary of research related to the difficulties in the implementation of socio-pedagogical support and communication between the parent community and pedagogical professionals in school. The results of a study conducted with pedagogical specialists and parents from Bulgarian schools are analysed. Internal and external factors for impaired communication and interaction were identified through the use of a conceptual model and conducted field studies and diagnostic interviews related to the frequency of communication at different stages of school education. As a result, objectified pedagogical approaches have been proposed to overcome mistrust between families and teachers in the context of socio-pedagogical support
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