| Summary: | AbstractObjectivesMethodsResultsConclusionsLatinx families of children with disabilities often experience high parental stress, limited knowledge of special education, and systemic barriers, leading to defensive responding—emotional reactivity and resistance—that hinders family-school collaboration.This study examined how parental stress, knowledge, and empowerment predict defensive responding in 96 Latinx parents.Results showed that stress, particularly related to parent-child dysfunctional interaction (PCDI) and perceptions of a difficult child, strongly predicts defensive responding. Knowledge was also pivotal, directly influencing defensive responding and mediating the empowerment-defensive response link. However, empowerment had no direct effect. Notably, knowledge amplified PCDI, intensifying defensive behaviors.These findings highlight the dual role of knowledge and empowerment: essential for advocacy but potentially heightening stress. Interventions should address stress, improve parent-child relationships, and provide culturally responsive support. Tailored strategies promoting emotional regulation, connection, and systemic change are crucial for reducing defensive responding and fostering effective family-school partnerships.
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