Document Type : Original Article


1 PhD Student in Educational Management, Faculty of Management and Economics, Sciences and Research Branch, Islamic Azad University, Tehran, Iran

2 Full Professor, Faculty of Social Welfare and Rehabilitation Sciences, Shahid Beheshti University, Tehran, Iran.

3 Full Professor, Department of Educational Management, Faculty of Management and Economics, Sciences and Research Branch, Islamic Azad University, Tehran, Iran



Purpose: In educational systems, educational and behavioral issues are important categories whose radius of conflict and influence go beyond the framework of formal education and cover the whole life. In this direction and in the field of behavioral issues, there are lifelong approaches that can be considered and investigated, which should not be hidden or sidelined by the authorities. One of these approaches is home-school interaction. According to the opinion of researchers, the first step of the education process is to establish a relationship. And the final step is to ensure the reliability of relationships and communications. Effective and strong communication between home and school and increasing parental participation is considered essential, and one of the consequences of improving the qualitative and quantitative level of school interaction is the prevention of social misbehavior of students (especially teenagers). Misbehaviors and communication-social challenges can affect social relationships in verbal and non-verbal interactions, play, understanding the goals and intentions of others, emotion regulation, learning skills and other dimensions and fuel wide behavioral problems. The aim of this study was to identify the factors that promote school-family interaction in the prevention of adolescent social abuse.
Methodology: The methodology of qualitative research was based on data theory (grounded theory) and content analysis of books and related articles.The statistical population consisted of 10 specialists who did research in the field of educational management and were experts, thinkers and professors in the field of educational management and educational sciences at the university, and were interviewed. The sampling method was purposive. Qualitative data analysis was performed using a coding process based on the systematic design of the data theory strategy of the Corbin and Strauss Foundation (2008). According to this plan, the required data were collected and counted by open coding, axial coding, selective coding of categories, and subcategories. The analysis software was MAXQDA 2018.
Findings: After reviewing and matching these codes and removing duplicate codes, common codes were determined and categories were reviewed with the background and theoretical foundations of matching and common concepts. After performing the open coding operation, in the axial coding stage, common and similar concepts (codes) were semantically determined and classified. Finally, the model of promoting school-family interaction in the prevention of adolescent social abuse was validated by experts.
Conclusion: The model includes causal conditions: structural factor and cultural factor Strategies: expanding the possibility of parental involvement, expanding professional ethics, setting rules and regulations and creating a culture of consequences: social factors, educational factors; Background: Students' experiences, managerial deficiencies, family educational role and intervention conditions include: Lack of cooperation with the family with educators, lack of family financial resources, lack of specialized staff. K


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