Date of Award
Spring 5-5-2026
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Dr. Patrice Leverett
Second Advisor
Dr. Pamela Fanning
Third Advisor
Dr. Gina Coffee
Abstract
This capstone examines the gap between school-based intrapersonal and interpersonal skill development efforts and meaningful family partnership within military-connected schools using a Multi-Tiered System of Support (MTSS) framework. Behavioral data revealed disproportionate outcomes for non-dominant students, while many families reported receiving information from schools without practical guidance for supporting children at home. These challenges highlighted the need for stronger alignment between school practices and family engagement.
The purpose of this project was to develop an equity-centered family engagement model that strengthens collaboration between caregivers and schools through culturally responsive skill development practices. Using implementation science, behavioral and demographic data, and current research in school psychology and family-school partnership, this project designed a structured plan for parent training, relationship-based communication, and school-wide support systems.
Expected outcomes included improved family-school collaboration, increased caregiver confidence, stronger student connectedness, and reductions in behavioral disproportionality over time. This work reinforces the role of school psychologist as leaders in prevention, equity, and systems-level change.
Recommended Citation
Brown, S. D.
(2026).
EQUITY-CENTERED FAMILY ENGAGEMENT WITHIN A UNIVERSAL FRAMEWORK: ADDRESSING RACIAL DISPROPORTIONALITY IN STUDENT BEHAVIORAL OUTCOMES.
Retrieved from: https://ecommons.luc.edu/luc_soecap/60
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
