Enablers, strategies, and challenges for effective parent teacher communication in inclusive education settings: A phenomenological approach

This study aimed to explore the enablers, strategies, and challenges of effective parentteacher communication in inclusive education settings. A descriptive phenomenological research design was employed to examine the lived experiences of parents and teachers engaged in inclusive education. Semi-structured interviews were conducted with five parents and five teachers from selected inclusive public schools in Laoag City, Ilocos Norte, the Philippines, and the data were analyzed using thematic analysis. The relatively small sample size was purposively selected in accordance with phenomenological research principles, which prioritize depth, richness, and detail an understanding of participants’ lived experiences rather than statistical generalization. This approach enabled an in-depth exploration of communication practices and relational dynamics from both the parent and teacher perspectives. Findings revealed that effective parent–teacher communication was enabled by consistency, empathetic engagement, clarity of messages, shared responsibility, mutual respect, and proactive problem management. Participants employed hybrid communication strategies, combining digital platforms, written communication tools, scheduled meetings, and faceto-face interactions. However, communication was challenged by time constraints, inconsistent updates, limited access to technology, language and cultural differences, and emotional tension. The study underscores the importance of structured yet relational communication systems in strengthening home–school partnerships and supporting inclusive education practices.