Peer-reviewed article
Developing a Validated Family‐School Partnership Assessment for Child Health and Well‐Being: A Multidimensional Approach
Leah M. Lessard, Sara T. Stacy, Carmen Marie Culotta, Karen Glueckert ·
Summary
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Abstract
BACKGROUND: Family-school partnerships (FSPs) play an important role in supporting child health and well-being. The current study aimed to develop and validate a psychometrically sound instrument to assess FSPs within the context of child health. METHODS: The instrument was developed through a mixed-methods three-phased approach, including pilot testing with 105 parent/caregiver (n = 53) and school staff (n = 52) participants. Analytic methods included principal component analysis (PCA) followed by exploratory factor analysis (EFA) that used polychoric correlations. RESULTS: Results of the PCA and EFA analyses refined the instrument to 24 items across two factors: communication, engagement, and culture (14-items), and opportunities and supports for family engagement (10-items). IMPLICATIONS FOR SCHOOL HEALTH POLICY AND PRACTICE: The Family-School Partnership Assessment (FSPA) offers a validated framework to enhance school health initiatives through improved partnership strategies. The FSPA promotes inclusive practices and structured approaches for collaborative family engagement. CONCLUSIONS: The FSPA is a feasible and psychometrically valid measure for assessing FSPs within the context of child health.