Family co-responsibility for socioemotional support among basic education students

Abstract

Family co-responsibility links family involvement with students' socioemotional needs and with the actions carried out by the school. This study aimed to understand, from the perspective of education professionals, family co-responsibility for the socioemotional support of basic education students in public schools. A qualitative study with a descriptive design and an interpretive orientation was conducted. Data were collected through an asynchronous, self-administered open-ended questionnaire completed by three professionals with different profiles and were examined through qualitative content analysis and source triangulation. The results show heterogeneous family involvement and support practices that combine educational monitoring with emotional support. Participants distinguished between having communication channels available and sustaining ongoing coordination with families. The barriers identified were mainly located in family and socioeconomic conditions, and no barriers were explicitly attributed to the school. Family-school collaboration was recognized as relevant to addressing socioemotional needs. Based on the professionals' perceptions, the study concludes that family support integrates educational and socioemotional dimensions and gains meaning through its connection with the school, within a co-responsibility in which both settings play distinct and complementary roles.