Exploring multi-agency working initiatives in response to the needs of socioeconomically disadvantaged children

This study attempts to investigate perceptions of kindergarten teachers on multi-agency working which can be initiated and developed by providing focused support for socioeconomically disadvantaged children and their families. The data were collected through semi-structured interviews with 26 kindergarten teachers. Three types of multi-agency working initiatives were identified from interviews (collaborating with parents, connecting with community, and engaging with policy making). In teachers’ perspective, some practices were centered on the direct delivery of tangible resources and services (access to funding, consultation services, training to parents and teachers), whilst others were involved in intangible approaches (social recognition, trust-building, awareness of educational equity). The discussion will add further insights on exploring joint practices in responding to the needs of socioeconomically disadvantaged children. Copyright © 2024 AERA.