Parents of students who struggle in school: are they satisfied with their children's education and their own involvement?

Irene Velsvik Bele,Åshild Askeland Johnsen

doi:10.1080/15017419.2012.676564

Irene Velsvik Bele, Åshild Askeland Johnsen

Open Access

https://doi.org/10.1080/15017419.2012.676564

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Abstract

This study addresses parent involvement in school as experienced by parents of children who struggle in school. Data is based on a survey of 818 parents of children in 3rd, 6th and 9th grade in 26 Norwegian schools. Results demonstrate that parents of children who receive special education experience closer, more positive relationships with teachers than do other parents, and feel they have a real influence on their children's education. Less than one third of all parents feel they can influence the teaching. Parents who report that their children need special education without receiving it stand out from other parents with significantly more negative experiences of parent-school cooperation, indicating that these parents are overruled in their concern for their children's development and academic performances. Up to 26% of parents of children who struggle are afraid of expressing their opinions for fear of sanctions against their children, and are significantly more uncertain than other parents about wha...

Highlights

The parents’ role in school is the topic of this study, with particular emphasis on the experiences of parents of children who struggle in school
Through the Norwegian Education Act every child has a legal right to an education in cooperation with, and in agreement between home and school
Regardless of social class, gender and ethnic origin, want their children to succeed in school and to achieve good results (OECD 1997; Epstein 2001; Bæck 2007)

Summary

Introduction

The parents’ role in school is the topic of this study, with particular emphasis on the experiences of parents of children who struggle in school. The Norwegian National Curriculum Reform of 2006, known as the Knowledge Promotion, states that parents should be involved in the learning environment and are given a joint responsibility to influence their child’s education. This refers to a mutual responsibility where the school, as the professional part, has to include the parents and make it possible for them to have an influence on the education. Regardless of social class, gender and ethnic origin, want their children to succeed in school and to achieve good results (OECD 1997; Epstein 2001; Bæck 2007) At this fundamental level there are no major differences between parents in terms of social class and background. Different mechanisms seem to make the cooperation between home and school difficult, and make involvement and influence more challenging for some parents than others

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