Enablers, strategies, and challenges for effective parent–teacher communication in inclusive education settings: A phenomenological approach

Abstract

This study examined the enablers, strategies, and challenges of effective parent–teacher communication within inclusive education, where collaboration between schools and families is essential to support learners with diverse needs. Using a descriptive phenomenological design, semi-structured interviews were conducted with five parents and five teachers from selected inclusive public schools in Laoag City, Ilocos Norte, Philippines, and data were analyzed through thematic analysis. The findings revealed that enablers of effective communication included consistency, empathetic engagement, clarity of messages, shared responsibility, mutual respect, and proactive problem management, which fostered trust, collaboration, and meaningful partnerships between parents and teachers. To support these enablers, participants employed strategies that combined digital platforms, written communication tools, scheduled meetings, and face-to-face interactions, demonstrating flexibility, accessibility, and responsiveness to diverse parental needs and resources. Despite these efforts, several challenges persisted, including inconsistent updates, time constraints, limited access to technology, language and cultural differences, and emotional tension, which hindered equitable and timely communication. These findings underscore the importance of structured, relational, and technology-supported communication systems and provide actionable insights for school policies, professional development, and inclusive education practices at both local and national levels.