A Qualitative Examination of Barriers to Parent–Teacher Relationships in Preschool: Using an Ecological Perspective to Identify Points of Intervention

Relationships between families and preschool teachers are important for promoting child outcomes. However, families and teachers face barriers to establishing the type of quality relationships that can promote child outcomes, especially for those from historically minoritized backgrounds. The current qualitative study sought to describe parent, teacher, and family coordinator identified barriers to quality parent–teacher relationships, following the COVID-19 pandemic. Barriers were organized within Bronfenbrenner’s Bioecological Systems Theory highlighting the interconnections between the Process, Person, Context , and Time (PPCT). Results suggest six major barriers, each crossing several PPCT levels affecting the process between parents and teachers. Findings suggest that investments at the context level are needed.