Arar, KhalidKaradas, Halil2026-04-162026-04-1620261380-36111744-4187https://hdl.handle.net/20.500.12514/10845https://doi.org/10.1080/13803611.2026.2653620This study examines the effects of school-family collaboration on educational outcomes, identifies structural and relational barriers, and proposes contextually relevant solutions. Using a phenomenological design within an interpretivist paradigm, data were collected through semi-structured interviews. Findings reveal that teacher-parent interactions are often strained due to misunderstandings, mismatched expectations, and communication gaps. Key barriers include socioeconomic disadvantage, limited access, time constraints, parents' educational levels, and negative attitudes toward schooling. Strong collaboration, however, is associated with improved student achievement, teacher motivation, parental involvement, and school climate, while weak collaboration undermines performance, institutional goals, and teacher morale. The study concludes that school-family collaboration must be strengthened through contextual, systematic, and inclusive strategies. It recommends developing culturally responsive participation models, flexible engagement practices, and sustainable interventions that enhance access and promote school belonging.en10.1080/13803611.2026.2653620info:eu-repo/semantics/closedAccessFamily ParticipationParentSchool-Family CollaborationTeacherCommunicationStudentArticle2-s2.0-105035182500