Grandparent-Headed Families in University-Assisted Community Schools: Application of Social Capital Theory.

This article focuses on university-assisted community schools (UACS) as collaborative partnerships between universities and schools designed to support grandparent-headed families, who face multifaceted challenges including poverty, legal limitations, health issues, and marginalization. Using social capital theory, the article proposes that UACS can build social trust, enhance information flow, and establish cooperative norms among schools, communities, and grandparent caregivers to improve grandchildren's academic success and well-being. It highlights the importance of university involvement through the Age-Friendly University (AFU) model to foster intergenerational solidarity and address systemic biases in schools. The article also emphasizes the roles of community school coordinators and community agencies in bridging communication gaps and empowering grandparent caregivers as partners in education.