Abstract
Limited literature assessed the relation between family engagement in education and young children’s socioemotional and behavioral functioning. This study investigated these associations longitudinally among urban and low-income, predominantly Latinx preschoolers ( n = 69) and their mothers. Initial home-school conferencing predicted lower levels of child socioemotional and behavioral difficulties about 8 months later (β = −.20, p < .05). Additionally, initial child socioemotional and behavioral difficulties predicted higher levels of later home-based involvement (β = .23, p < .05). Results highlighted bidirectional associations between these constructs and suggested potential avenues to enhance family engagement in education and reduce child socioemotional and behavioral problems.
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