Family engagement in children's learning is an evidence-based approach supporting student learning. This study examines four primary school teachers' family engagement practice, within a non-dominant community. Utilising the framework of Critical Participatory Action Research (CPAR), the teachers examined their partnerships with families,…

Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School…