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<p>This study explores kindergarten teachers’ perceptions and experiences of working with different agencies, addressing social accountability in education regarding support for socio-economically disadvantaged children and families. Through semi-structured interviews with 26 classrooms and head teachers from Hong Kong kindergartens, the study identified three types of multi-agency practices emphasised by the participating teachers when working with children and families from low-income backgrounds. These three themes, collaborating with parents, connecting with communities, and engaging in policymaking, provide insights into how kindergarten teachers navigate the challenges and opportunities inherent in multi-agency collaboration. Our data reflect the pivotal role of teachers as gatekeepers, exercising agentic practices to mobilise a broader network of resources and expertise from various professionals to meet the multifaceted needs of disadvantaged children and families. The findings highlight the importance of teachers’ agency in bridging gaps between families, communities, and policymakers, which could foster greater social accountability and holistic support.</p>

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Supporting Socio-Economically Disadvantaged Children and Families through Working with Multiple Agencies: Perspectives of Kindergarten Teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月6日

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  • Chrysa Keung

摘要

This study explores kindergarten teachers’ perceptions and experiences of working with different agencies, addressing social accountability in education regarding support for socio-economically disadvantaged children and families. Through semi-structured interviews with 26 classrooms and head teachers from Hong Kong kindergartens, the study identified three types of multi-agency practices emphasised by the participating teachers when working with children and families from low-income backgrounds. These three themes, collaborating with parents, connecting with communities, and engaging in policymaking, provide insights into how kindergarten teachers navigate the challenges and opportunities inherent in multi-agency collaboration. Our data reflect the pivotal role of teachers as gatekeepers, exercising agentic practices to mobilise a broader network of resources and expertise from various professionals to meet the multifaceted needs of disadvantaged children and families. The findings highlight the importance of teachers’ agency in bridging gaps between families, communities, and policymakers, which could foster greater social accountability and holistic support.