Psychological And Pedagogical Foundations Of School-Family Collaboration In Facilitating Students’ Social Adaptation

This article explores the psychological and pedagogical foundations of collaboration between schools and families in facilitating students’ social adaptation. Social adaptation is conceptualized as a multidimensional process encompassing cognitive, emotional, and social competencies, which are substantially shaped by the dynamic and synergistic interactions between educational institutions and family environments. The study provides a comprehensive analysis of mechanisms through which school-family cooperation enhances students’ capacity to navigate social contexts, establish constructive interpersonal relationships, and internalize societal norms and values. Drawing upon both empirical findings and theoretical perspectives, the paper elucidates the critical role of parental engagement, structured pedagogical strategies, and institutional frameworks in fostering holistic social adjustment. The research further examines challenges and facilitators in school-family collaboration, offering evidence-based recommendations for optimizing partnership strategies to promote students’ social adaptation effectively and sustainably.

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