The Role of School Leaders in Promoting Successful Home–School Partnerships in Singapore’s Special Education Schools

Abstract

Effective home–school partnerships are deemed highly important for the academic success and well-being of students with disabilities (Beveridge, 2005; Blue-Banning et al., 2004; Shelden et al., 2010). Findings of a qualitative case study of parents’ perspectives about the relationship between the home and Singapore’s special education (SPED) schools revealed that school leadership is a key contributor to positive and productive partnerships. Specifically, participants focused on the importance of leaders being welcoming and approachable, practicing strong communication skills and strategies, and having positive perceptions about parents and their role in the school. These findings suggest that school leaders who trust parents and can foster trust in their leadership can be key players in promoting positive relationships for successful home–school partnerships. While the study was conducted in Singapore, the findings are transferable to any K-12 education context, as they offer school leaders insights on how to foster a successful collaboration with the families.