Parent-Teacher Relationships as an Influence of Academic Achievement for Students with Autism: A Qualitative Descriptive Case Study
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Authors
Archibald, Gaylyne
Issue Date
2026-03
Type
Dissertation
Language
en
Keywords
Parent-teacher relationships , children with autism , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
Parents and teachers play a vital role in promoting positive learning support and environments for students with autism. The purpose of this qualitative descriptive case study was to explore how parents and teachers described the parent-teacher relationship as an influence on the academic achievement of students with autism in grades kindergarten through grade 5 in Canada. Bronfenbrenner’s ecological systems theory was the conceptual framework that undergirded this qualitative case study. A qualitative case study was utilized to ensure real-world experiences in a natural setting. Purposive sampling was to recruit a sample of 32 participants, which was comprised of 25 parents and 7 certified teachers. Data were collected and triangulated using questionnaires and semi-structured interviews and analyzed using a six-step thematic analysis. Results from this study confirmed that collaboration between home and school shapes the child’s development and learning outcomes. A strong educational foundation for children with autism was linked to mutual trust and effective interactions between parents, teachers, and extended family. Future research should continue to explore parents’ and teachers’ perceptions of home- school collaboration and pedagogical approaches for students with autism using various research approaches.