Examining frequency and modality of parent engagement in an elementary school mental health intervention

Abstract

ABSTRACT School psychologists are encouraged to empower parents to be active partners in their child’s education, including providing social-emotional supports. Typical parent engagement efforts involve trying to get parents to attend school meetings, which may overlook other ways parents can meaningfully support students. The current study examined engagement in a racially/ethnically diverse, predominantly low-income sample of parents of early elementary students participating in school-based group therapy. Most parents engaged in parent meetings, but approximately 20% engaged in other ways, including home activities. Lower income was associated with less frequent meeting attendance, while child racial/ethnic minority status predicted greater skill support at home. Therapist-parent relationship predicted meeting attendance. Results suggest that schools may enhance engagement by providing varied opportunities for parents.