ORCID
Jerrie L. Brooks: https://orcid.org/0000-0002-0247-1741
Brooke A. Moore: https://orcid.org/0000-0001-9764-3675eMegan S. Finnerty: https://orcid.org/0009-0002-6713-1382
Abstract
Research demonstrates that school, family, and community partnerships are mutually beneficial, holding the potential to foster positive educational, emotional, and behavioral benefits for all students, especially diverse and exceptional students. Our qualitative study examined survey responses from 109 administrators, general and special educators, and parents in rural schools across western Kansas. We identified common barriers and successes to building parent partnerships related to communication, access, and attitudes about working with diverse and exceptional families. One major finding was the importance of “place”—rural communities are often close-knit and connected across generations. We propose a model that can be used by rural schools to build strong, sustainable partnerships with families and the community through purposeful attitudes, interactions, and structures.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Brooks, J. L.,
Moore, B. A.,
&
Finnerty, M. S.
(2026).
Building School, Family, and Community Partnerships That Support Rural Diverse and Exceptional Learners.
The Rural Educator, 47(1), 1-13.
https://doi.org/10.55533/2643-9662.1546
Included in
Disability and Equity in Education Commons, Other Teacher Education and Professional Development Commons
