Abstract
This review specifically focuses on the correlations between various parent strategies and student achievements in compulsory education. Therefore, Hoover‐Dempsey's framework on parental involvement in homework will be updated with more recent findings from the international scientific literature. When parents facilitate, structure or emotionally support the homework process and, as such, are not actively involved in assisting in homework tasks, then the literature indicates indecisive or negative results. However, when parents are directly involved in assisting their children during homework tasks, then positive correlations were found throughout the literature, in particular when parents engage in meta‐strategies or support the child's understanding of homework. While policy is primarily focused on providing instruments for parents to facilitate or structure the homework process, the current review suggests that parents need to be better informed on specific strategies that accommodate the student's need when assisting in homework tasks in order to improve achievements.
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