Reframing literacy leadership in behavioral health contexts: Strengthening school–family partnerships for students with reading disabilities

Students with reading disabilities are disproportionately impacted by behavioral health challenges, yet leadership frameworks often separate literacy intervention from mental health and family systems support. This presentation explores how special education literacy leaders serve as connectors between academic intervention, behavioral health awareness, and family engagement practices. Grounded in a qualitative study examining the roles and responsibilities of literacy leadership for elementary students with reading disabilities, this session highlights how leaders integrate trauma-informed instruction, social-emotional considerations, and school-home partnerships to improve literacy outcomes. Using Epstein’s Framework for Family Engagement and ecological theory, the research identifies four domains of effective literacy leadership: Child Find and early identification; mental health and social-emotional alignment; structured family engagement; and systems-level instructional accountability. Practical implications include embedding mental health considerations into IEP development, strengthening educator-family communication, and designing professional learning that equips teachers to recognize behavioral indicators linked to reading frustration. By aligning literacy systems with behavioral health awareness, schools can serve as protective factors that prevent long-term academic disengagement and psychosocial risk.