Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Jay Mathisen, EdD
Second Advisor
Linda Samek, EdD
Abstract
School-family engagement is commonly regarded as a critical element for effective bullying prevention programs in schools, however the extent to which families understand these systems is often unclear. Guided by an integrated conceptual model that weaves theory on alignment with an examination of ecological systems layers and feedback loops, this qualitative single-site case study examined the levels of alignment between parent perceptions and the implementation of a rural middle school’s bullying prevention program. Leverage points for growth emerged by identifying where gaps in understanding or informational silence occurred. Purposeful sampling was used to recruit participants for semi-structured interviews with members of the staff and parents of students at the site under study. Clear themes emerged from the analysis. Participants demonstrated strong alignment regarding the importance of student safety, trusting relationships, and the shared goal of preventing bullying. However, meaningful gaps emerged regarding the experience and knowledge of the school’s bullying prevention program and communication processes. The school demonstrated a comprehensive prevention program in place, but parents were largely unfamiliar with any program elements. Findings also highlighted the school’s rural context and noted where close community interactions amplified concerns about school reputation through informal communication networks. This study suggests that school-family alignment depends not only on a shared vision, but also on shared visibility of the systems within the school. Extending existing work on alignment theories, this study demonstrates that a focus on increasing cross-stakeholder visibility may represent important leverage points for growth and improvement of school-family engagement.
Recommended Citation
Kilishek, Eleanor M., "Understanding the Level of School-Family Alignment Around Anti-Bullying Programs in a Rural Middle School: Is Everyone on the Same Page?" (2026). Doctor of Education (EdD). 287.
https://digitalcommons.georgefox.edu/edd/287