Relational agency for inclusion: how a Hong Kong school and families co-construct collaborative strategies

This article explores the intersecting perspectives of school and parent leaders in fostering home-school collaboration at a socioeconomically diverse primary school. Grounded in relational sociology, the study examines how collaborative strategies develop through relationships, focusing on intersubjectivity, reciprocity, and emotional bonding. We conducted a qualitative case study comprising semi-structured interviews with school leaders and parents supplemented by observational notes and follow-up participant-shared digital content. Thematic analysis revealed four key strategies: (i) flexible scheduling to accommodate working parents; (ii) culturally responsive practices such as creating translated materials and multicultural events; (iii) fostering parental leadership and volunteerism; and (iv) community collaborations like NGO partnerships and peer-support programs to address systemic barriers faced by families of children with special educational needs. The findings highlight the importance of mutual trust and shared decision-making as relational achievements, showing how relational agency enables schools and families to jointly address structural barriers.