The Study of School Life Adaptation of Grand-parenting Students：From Teachers’ Perspectives

[[abstract]]The study aimed to explore the school life adaptation of grand-parenting students, from teachers’ perspectives. The objectives were: to understand the grand-parenting students’ school life adaptation based on teachers’ observation, to discuss what teachers did to help grand-parenting students adapting to school life, to discuss the parent-teacher communication situation, difficulties and possible solutions. Qualitative research method was adopted to this study, through semi-structured interviews with seven teachers. The findings were as follows: 1. In adaptation of school life, grand-parenting students didn’t do well as ordinary students in academic achievements. They tended to have negative emotions and difficulties in getting along with classmates. Their learning efficiency was influenced by lack of cultural stimulation. 2. Teachers helped grand-parenting students to adapt school life by classroom management methods, such as extra care and love, listening to them, giving rewards and other resources. 3. The parent-teacher communication difficulties were: language communication barrier, grandparents being unable to discipline grandchildren and instruct their homework, caregivers’ passive attitude in parent-teacher communication and lack of decision authorities. 4. Grand-parenting students needed the help of remedial teaching and psychological counseling. Caregivers and parents needed the help of parenting education and financial support. Teachers needed the help of school administration supports and parenting education enrichment. All the grand-parenting students, caregivers and teachers needed assistance from school social workers