Presenter(s)

• Sophia Chleborad, M.S., University of Wisconsin Madison
• Stanley Garbacz, Ph.D., University of Wisconsin Madison

Abstract

This presentation explores evidence-based practices that effectively support children and families during the transition to kindergarten, with particular attention to populations who experience heightened vulnerability, including children with identified disabilities and those from culturally and linguistically diverse backgrounds. Drawing on a review of the literature, we highlight data-informed strategies that school psychologists and educators can employ to bridge the gap between research and practice. Emphasis is placed on advancing equitable, inclusive, and family-centered approaches to foster meaningful family-school partnerships during this sensitive developmental period.