“It’s for the Good of Our Children”: Qualitative Perceptions of Conjoint Behavioral Consultation Among Parents and Teachers of Latine Students

Latine children represent almost one-third of students enrolled in U.S. K-12 public schools. Despite the high value many Latine families place on academic achievement as part of their child’s moral upbringing (educación), parents may experience strained relationships with schools due to systemic bias, language barriers, and mismatched expectations, which may amplify existing educational inequities for Latine students. Conjoint behavioral consultation (CBC) is an evidence-based intervention shown to enhance family-school partnerships and improve student outcomes. However, no studies have examined qualitative perceptions of CBC among parents and teachers of Latine students. The present study arose from pandemic-related disruptions to a larger randomized controlled trial (RCT) of CBC with Latine students, offering an unexpected opportunity to explore these perspectives during school closures. Qualitative data were collected during a series of 15 separate teacher and parent online focus groups or individual interviews, generating a sample of 17 K-5 teachers and 13 parents (English-speaking or bilingual English/Spanish [n = 6] or Spanish-speaking [n = 7]). Findings indicated the majority of parents and teachers of Latine students had positive experiences with CBC and found it useful for strengthening family-school connections, improving their capacities, broadening perspectives, addressing student needs, and elevating family voice. This exploratory qualitative study provides promising evidence for CBC as a culturally congruent intervention for parents and teachers of Latine students. Further qualitative research to understand the range of perspectives of this population is encouraged. Limitations and implications for school-based consultation on behalf of Latine students are discussed.