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Hope as an Organizing Framework for Family-School Collaboration
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DOI：10.1177/08295735261431416.png)
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Abstract
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<jats:p>Family–school collaboration is central to school psychology practice, yet sustaining meaningful partnerships can be challenging amid rising student mental health needs and broader socio-political and economic uncertainty. This paper positions hope as an organizing framework for strengthening family–school collaboration across school-based practices. Drawing on hope theory and an established body of research and literature, hope is conceptualized as both a mindset and a relational process characterized by goal-directed agency and pathways thinking. We synthesize research linking hope to academic engagement, well-being, and school-based intervention outcomes, and outline how hope can align collaborative processes within inclusive education and comprehensive school health approaches. Particular attention is given to neurodivergent learners, who face elevated risks of co-occurring academic and mental health difficulties. For these students, hope-oriented collaboration can interrupt deficit cycles, strengthen agency, and support strengths-based educational planning, including Individual Education Plan (IEP) processes. Practical strategies are provided for school psychologists, counsellors and inclusion-focused professionals to embed hope into consultation, family engagement, and collaborative problem-solving structures. By positioning hope as a unifying framework rather than an add-on program, this paper advances equity-focused, relationally grounded approaches that help schools and families sustain shared forward momentum in uncertain times.</jats:p>
Keywords:
hope
family-school collaboration
school psychology
inclusive education
neurodivergent learners
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