In the recent years, the change in family structures finds an ever stronger reflection in Bulgarian schools. The rise of models of shared parenting (especially after splitting or divorce) raises key questions of their effect on the children’s academic achievements and overall well-being. This study analyses the Bulgarian context where both traditional and modern parenting models coexist and where scientific studies on the topic are scarce.

Research hypotheses are:
(1) students from shared families with the active participation of both parents demonstrate higher academic results and a better social emotional state than their peers with restricted parent involvement; and
(2) schools introducing structured policies of communication and involvement of both parents are more effective in supporting these students.

Methodology: the study uses a mixed methodological approach. The quantitative part includes polling 184 students (aged 7 to 12), their parents (n=241) and teachers (n=56) of city and village schools. Qualitative data were collected by focus groups with teachers and in-depth interviews with school psychologists and pedagogical advisors for identifying good practices and challenges. Analyzing cases from three pilot schools in Sofia, Plovdiv and a small locality complements the understanding of innovative models of family-school cooperation.

Results: Initial results show that students with shared parenting and equal involvement of both parents have a higher success, stronger study motivation and better emotional health. Nevertheless problems come out such as insufficient coordination between school staff and both parents, administrative restrictions, and lack of teacher confidence in working with diverse family situations.

On the basis of these conclusions, practical recommendations are given: developing digital platforms for communication between school and parents, establishing transparent protocols as to parent rights, and regular training of teachers for working with a diversity of family models.

This study introduces new perspectives on the educational effect of shared parenting in Bulgaria and Eastern Europe, stressing the importance of inclusive school policies and pedagogical innovations in the contemporary school environment.

Keywords: Shared parenting, Bulgaria, school involvement, primary education, children’s well-being, teachers training, inclusion policies.