🔗 linkedin.com/in/gloria-w-91357813

Research Focus: Family & Community Engagement • K-12 Equity

“Evaluation of Operationalized Systems That Strengthen Support for Vulnerable Youth and Their Families”

What research challenge did your dissertation address?

Drawing on my background as a school counselor and my experiences working with special education students and the increasing number of multilingual learners in our district, I recognized the need to better understand the lived experiences of families across all school levels. While supports for multilingual families, families experiencing homelessness, and those facing economic hardship were present, they were frequently fragmented and difficult to access. The very systems intended to help became barriers themselves, with families having to navigate disconnected resources and weighing the cost of asking for help. My goal was to identify these patterns and determine how we could create more cohesive, accessible supports that truly reach those who need them most, while considering what systemic changes would be necessary to make this possible.

What inspired you to pursue this research?

Over more than twenty years as a school counselor, I have learned that families do not struggle because of a lack of care or effort, but because the systems designed to support them are often inaccessible, complex, and not created with their particular needs in mind. Transitioning into a role focused on Family and Community Engagement allowed me to reframe the central question: instead of expecting families to adapt to our systems, how might we design systems that are responsive to their realities? My aspiration has been for every family, particularly those who have historically been overlooked, to enter their child’s school feeling a sense of belonging and knowing there are advocates within the system committed to supporting them.

What did your research find, and what is its impact?

Through this research, our district gained its first comprehensive and candid understanding of the realities of family engagement, where our efforts were effective and where families were being unintentionally left behind. The findings informed the development of more intentional and welcoming practices for families, including creating a centralized space where resources are accessible without the need to navigate multiple departments. We established clearer pathways for connecting families with community partners and created opportunities for ongoing relationship-building through regular gatherings. This represents a shift from isolated, short-term initiatives to a more sustainable, relationship-centered approach that centers on the needs of our most vulnerable families and brings support directly into the community, in spaces where families feel comfortable and valued.

“Schools can move beyond isolated efforts and build equitable, relationship-centered systems that ensure every family feels welcomed, supported, and empowered to partner in their child’s education.”

Gloria Wojtaszek