Parental Engagement Research Articles

Parental Involvement in Reading Among Grade 1 Learners

Parental involvement in reading is crucial for learners. Active engagement helps develop early reading skills, boost self-esteem, and improve parent-child relationships that may grow their children's reading experiences by having frequent storytelling sessions, having book discussions, and setting up a family that values literacy. This study determined the nature of parental involvement in reading among Grade 1 learners in the three identified public elementary schools in Cebu, Philippines. The instruments used in the study included a researcher-made questionnaire administered to 174 parents. Quantitative data from the questionnaire were analyzed using statistical measures such as frequency, simple percentage, weighted mean, and the Chi-square test of independence. It was concluded that although parents were somewhat involved, parents were more active in learning at home. The parental involvement was often modest. The same empirical findings showed no correlation between the respondents' diversified profiles and parental reading engagement with Grade 1 learners. Aware of the results, the researchers politely suggested using the action plans explicitly created to help parents involve their children in reading.

Impact of Parental Time Investment on Child Development among Dual Income Family

This cross-sectional study investigates how early childhood development is impacted by parental time commitment in the Horizon Hill dual-income family community. This study employs quantitative method approach to examine how changes in parental engagement dynamics affect children's behavior, mental health, and cognitive functioning both before and after the intervention. The results demonstrate that families have a great involvement rate, with 10 out of 11 demonstrating a strong dedication to enhancing their children's developmental experiences through the program's seamless integration into their daily routines. The results also show that advances in children's cognitive, social, emotional, and behavioral dimensions positively correspond with higher parental investment. These findings highlight how important parental participation is in helping Horizon Hill neighborhood children have great early experiences. This study has ramifications that go beyond improving child well-being and encouraging good parenting techniques through community-based interventions. By comprehending how parental time investment affects child development, policymakers and practitioners can create focused initiatives that enable parents to create caring environments that support their kids' development and success. This study adds to our understanding of the dynamics of parent-child relationships and emphasizes how important it is to spend quality time raising children to promote positive developmental outcomes.

Empowering rural parents to effectively contribute to their children’s education

The high level of inequality in South Africa has widened the gap between rural and urban schools, and the performance of rural schools has been continuously declining compared to urban schools. Poor performance in rural schools is perpetuated by parents being absent from their children’s education because the socio-economic conditions and their educational background do not allow them to commit their time and energy towards education. Learners are left on their own to decide their future. The disparity between rural and urban schooling was further exposed by the COVID-19 pandemic. As schools were closed during lockdown, teaching and learning was suspended in rural schools, however, in urban schools teaching and learning continued through online platforms. The lockdowns gave parents an opportunity to teach, advocate, and create conducive spaces to help their children focus on learning. During lockdowns, parents were expected to act as teachers in their homes to educate their children, and therefore, school closure presented opportunities for parents to actively participate in their children’s education. However, their socio-economic conditions and poor educational backgrounds continue to threaten effective parental engagement, posing a threat to the academic success of rural learners. Despite attempts by the government to introduce school governing bodies in schools as a structure to integrate schools and parents, the problem of little parental engagement remains unresolved. The purpose with this study was to empower parents in rural areas to effectively participate in their children’s education.

The Parental Involvement and Learning Media in Health Education for Children with Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) affects social communication and behavior, requiring specialized approaches for health education. Parental involvement and the type of learning media play a significant role in health education outcomes for children with ASD. This study examines the relationship between parental involvement, learning media (digital vs. traditional), and health education outcomes for children with ASD. A cross-sectional study was conducted with 83 parents of children diagnosed with ASD. Data were collected through structured questionnaires assessing parental involvement and the type of learning media used. Bivariate analysis was performed to examine associations between these variables. Most parents (78.3%) were female, and 55.4% used digital learning media. Children with high parental involvement had significantly higher self-care scores (mean = 7.6, p< 0.01) compared to those with lower involvement (mean = 6.3). Digital media was more effective than traditional media, with children using digital tools showing a 30% increase in health knowledge (p= 0.02). The combination of high parental involvement and digital media use produced the best educational outcomes (mean = 8.1, p = 0.001). High parental involvement and the use of digital learning media are positively associated with better health education outcomes in children with ASD. Interventions targeting increased parental engagement and enhanced access to digital learning media could improve health education for children with ASD.

Student athlete career management: A systematic review

The research aims to locate and examine articles discussing student-athlete career management worldwide, spanning from middle school to college. The targeted articles are those published from 2020 to 2024, in the form of English-language open-access research articles. The search involves the use of keywords such as “student-athlete, career, and management.” Data retrieval was conducted from two journal databases, namely ScienceDirect and Emerald, employing an article screening process guided by PRISMA guidelines. This process resulted in the identification of 5 relevant articles out of a total of 110. Screening was conducted systematically, encompassing the review of titles, abstracts, and full article contents to ensure comprehensive results. Mendeley software was utilized for article screening, and VOSviewer for data analysis. The findings indicate the necessity for future research to explore suitable support models for student-athletes, involving the engagement of government, schools/universities, and parents as mentors. This collaborative approach aims to establish a supportive environment for student-athletes, lessening the burden they face due to the demands of their dual careers.

Parental perceptions of an oral health promotion program in early childhood education and care settings: A qualitative study.

Early Childhood Caries is a global health problem. The Bright Smiles Bright Futures (BSBF) program seeks to equip educators, children, and parents with skills and knowledge about oral health promotion habits early in life. The aim of this study was to examine parental perceptions of the BSBF program and identify key facilitators and barriers for its implementation. Twelve mothers of children who participated in the BSBF program in five Early Childhood Education and Care (ECEC) settings in NSW, Australia were recruited in this qualitative study. Data were collected via focus groups and interviews, transcribed verbatim and coded to categorize for inductive thematic analysis. Five major themes emerged: Promoters of the BSBF oral health program, barriers to the BSBF oral health program implementation and participation, online resources, impact of the BSBF oral health program, and strategies for enhancing the BSBF oral health program. While participants reported that the program encouraged their children's toothbrushing, they found issues with the program's materials, ECEC center attendance, and communication about the oral health program with their children. The program improved message retention, attitudes, routines, and family perceptions toward oral health. Participants recommended oral health literacy, changed delivery formats, increased dental access, and inclusion of interactive elements to enhance the program. The findings from this study provide insight to improve parents' experiences and engagement in oral health promotion. This can help to raise awareness of the importance of child oral health among policymakers, healthcare professionals, and the public to inform public health policy discussions.

Implementation and Evaluation of a School Nurse Toolkit to Reinforce Best Practices for Asthma Care in Schools.

A toolkit, developed by a multidisciplinary team of national and statewide professionals, was promoted among school nurses in Michigan to support use of the standards of care for asthma in schools. We evaluated the effectiveness of the toolkit to assist school nurses in providing support for students with asthma. We used a multimethod approach to assess use of the toolkit, changes in nursing practices as a result of using the toolkit, and challenges encountered when implementing the standards for asthma care. During a 12-month period, from July 2022 through June 2023, increases in time on web page and monthly page views aligned with efforts to promote toolkit use. School nurses reported using the toolkit and implementing practice changes pertaining to training and education, ensuring proper use of and access to asthma medications, and advocating for self-carry of asthma medications. Challenges to implementing the standards of asthma care were time, parental engagement, institutional support, and identifying students with asthma. We found that our promotional efforts prompted school nurses to access the toolkit, which helped school nurses to effectuate practice changes to improve support for students with asthma in schools.

The Effect of Screen Habits and Alternative Activities on Tactile Exploration Skills in 6- to 36-Month-Old Toddlers.

With the rising ubiquity of digital media and screens in everyday life, toddlers are increasingly exposed to different screens from an early age (i.e., television, computer, tablet, phone). However, few studies have examined the effect of these screens on toddlers' perceptual development. Since tactile exploration skills are necessary for environmental discovery and overall development, the current research investigates the links between screen-use habits and the tactile exploration skills (with visual control) of 6- to 36-month-old toddlers. The study involved observing the interactions of 135 toddlers with various objects and assessing the complexity of their visuo-tactile exploration strategies through two original experimental tasks. Data concerning screen habits and other relevant factors, such as socio-economic level, were collected using a parental questionnaire. Toddlers with greater screen exposure time demonstrated weaker tactile exploration skills and employed less age-appropriate exploration strategies. Socio-economic factors and parental engagement in alternative activities significantly influenced these developmental outcomes. These findings emphasize the importance of reducing screen time and promoting interactive co-viewing and alternative activities to mitigate the negative effects of screen exposure. Further longitudinal research is needed to determine the long-term impacts of early screen exposure on tactile exploration and overall psychological development.

The path of depression in rural children: A fuzzy-set qualitative comparative analysis across multiple provinces in China

ObjectivesThis study explores the combinations of conditional variables contributing to depressive symptoms in rural children. MethodsWe analyzed data from 715 children from a rural mental health database, conducting detailed follow-up investigations on 129 children in Zhejiang and Henan provinces. We used fuzzy set Qualitative Comparative Analysis (fsQCA) and regression analysis to identify causal pathways leading to depression. ResultsThe results indicate that depression in rural children does not stem from a single, necessary condition but arises from multiple factors. Our findings highlight significant contributions from both maternal and paternal involvement. Specifically, maternal involvement, combined synergistically with peer support and problematic behaviors, as well as paternal involvement, together with peer support and anxiety, significantly affects depressive outcomes. Additionally, anxiety and strong peer relationships independently have a substantial impact on these outcomes. Effective mitigation strategies involve active parental engagement and robust peer support, reducing the influence of risk factors such as problematic behaviors and anxiety. LimitationsThe generalizability of the results is limited by cultural and geographical variations. The study also does not account for all potential factors influencing depression in rural children. ConclusionDepression in rural children results from multiple interacting factors. Tailored interventions addressing these specific combinations are recommended.

STRUGGLES AND COPING MECHANISMS OF NON-SPED MAJOR DETAILED TEACHERS: BASIS FOR TEACHER ENHANCEMENT PROGRAM

This research was undertaken to shed light on struggles and coping mechanisms of non-SPED major detailed teachers. A total of 11 informants as total enumeration of the school’s population were selected in a study as basis for crafting a teacher enhancement program. It utilized a descriptive qualitative design through face to face in-depth interviews of the two full SPED teachers, observations for 4 weeks and a focus group discussion to all the nine receiving teachers. This specific method explicate the emic teachers’ coping mechanisms that arise in the normalcy of everyday life. Findings revealed that the learning environment, socio-economic status, instructional practices, assessment & diagnosis and parental engagement were the identified struggles of these teachers while the appropriateness of strategies and their passion are the attributed coping mechanisms. KEYWORDS: Struggles of non-SPED teachers, Coping Mechanisms of non-SPED teachers, Inclusive Education, Program Development for Special Education

Parent psychological distress and beliefs about nurturing care: Associations with parent investments and early child development in Ethiopia.

Parental engagement in stimulating activities and support in both formal and informal learning environments are important for early childhood development. However, little is known about how parental mental health and beliefs about early childhood development shape such investments. We draw on a sample of young children and their primary caregiver from Addis Ababa, Ethiopia (N = 3,000; Mage = 34.1 months; 48.5% girls) and examine how parental distress and beliefs predict investments in learning at home and how these, in turn, predict children's development across multiple domains. We examine these associations separately for infants/toddlers (0-35 months) and preschool-aged children (36-72 months), for whom enrollment in preprimary school is also included as an additional form of parent investment. Results showed different patterns of associations between the two age groups. Specifically, for infants and toddlers, parental distress and beliefs did not predict parent investments or child outcomes, but both access to learning materials and cognitive stimulation at home positively predicted child development in every domain. For preschool-aged children, parental beliefs positively predicted hours in preschool, and parental distress negatively predicted the availability of learning materials and cognitive stimulation at home; these three forms of parent investments each positively predicted children's outcomes across all developmental domains. Collectively, these findings deepen our understanding of parent factors that shape children's formal and informal learning experiences and point to several important areas for future research to more fully understand early childhood development in low-resource contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Examining Parental Engagement in Early Intervention, Part C Special Education, Through the Parents’ Perception

Examining Parental Engagement in Early Intervention, Part C Special Education, Through the Parents’ Perception

Parents' perceptions of patient safety in paediatric hospital care-A mixed-methods systematic review.

To identify and summarize evidence on paediatric patient safety in a hospital setting from parents' point of view. A mixed-methods systematic review. ID number CRD42023453626. PubMed, Scopus, ScienceDirect, the Cochrane Library and the Wiley database were searched in July 2023. Two researchers independently applied eligibility criteria, selected studies and conducted a quality appraisal. Data-based convergent synthesis and thematic content analysis were employed. Twelve studies were included: eight qualitative research studies, two cross-sectional studies, one non-randomized experimental study and one mixed-methods study. The results were grouped into two themes-parental perceptions of inclusion in paediatric patient safety and parental perceptions of exclusion from paediatric patient safety-and comprised seven main subthemes: comfort in communication, parental engagement, communication difficulties, withdrawal from activity, uncertainty about available information and threats to patient safety. Parents are willing to be engaged in care but require support from healthcare professionals, as they are often anxious about the condition of their children and actions they believe might be helpful. They need to be treated as valuable partners and be engaged in communication and decision processes. The development and implementation of interventions involving parents in ensuring the safety of hospitalized paediatric patients should be of the utmost priority to healthcare organizations, as the common theme throughout the included studies was the need for improved communication with and recognition of parents as allies. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) checklist was followed. No Patient or Public Contribution.

The Relationship between Parental Educational Involvement and Learning Engagement among Chinese Middle School Students: The Mediating Effect of Gratitude and Hope.

Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental-ecological model of student engagement and relevant theoretical frameworks, this study used the quantitative analysis method to construct a chain mediation model to test the relationship between parental educational involvement and the learning engagement of middle school students, as well as the potential mediating role of gratitude and hope. This study employed a cross-sectional study using whole-cluster random sampling to measure middle school students aged 11-18 years old in two schools over a one-week period. Through the use of self-reporting surveys, this study assessed the levels of parental educational involvement, gratitude, hope, and learning engagement among 754 middle school students (48% female; Mage = 14.83, SD = 1.65) in Hubei Province, China. The mediation effect was analyzed using regression analysis and the chained mediation model and tested via the Bootstrap method. The findings suggested that parental educational involvement significantly positively related to learning engagement among middle school students, while gratitude and hope serve as partial mediators in the relationship between parental educational involvement and learning engagement. These findings revealed the psychological mechanisms underlying the relationship between parental educational involvement and learning engagement among middle school students, providing valuable insights for enhancing their level of learning engagement.

Middle-school students and digital homework: The evolving role of family engagement

Successful middle schools exhibit effective practices that engage families as valued partners. However, as at-home learning increasingly shifts to digital spaces, parents may have concerns with technology and how their role shifts in digital learning environments. This includes concerns about the balancing act for parents wishing to encourage students’ independent learning, while also providing sufficient structure to make sure students are on-task in digital learning environments. Therefore, this article focuses on effective ways parent and family engagement can support students’ autonomous learning through meaningful digital homework, cultivating students’ self-regulated learning, and encouraging bi-directional communication that will assist parents as their role evolves in supporting students’ at-home learning in online environments.

Parental Involvement to Promote the Social-Emotional Well-Being of Asian Immigrant Youth: A Cultural Mismatch of Teachers and Parents’ Perspectives

This conceptual paper applies the theory adaptation approach to integrate the literature concerning barriers experienced by Asian immigrant families in parental involvement, with a specific focus on comparative analysis of perspectives from Asian immigrant families and their teachers in the United States. The mismatch in the perceptions of parental involvement held by teachers and Asian immigrant parents supports the refinement and applications of the cultural mismatch theory of inequality. The theory provides a comprehensive understanding of how the misalignment between the prevailing school culture and the cultural background of practices of Asian immigrant families contribute to the barriers of parental involvement experienced by Asian immigrant families. The paper outlines implications for reducing the barriers in the communication and collaboration between schools and Asian immigrant families, improving parental involvement in schools, and promoting the social and emotional well-being of Asian immigrant youth. Impact Statement The conceptual paper is one of the first applications of the cultural mismatch theory of inequality in conceptualizing the barriers of parental involvement faced by Asian immigrant youth’s parents and teachers. It provides research and practical implications for school psychologists and other educators on improving their practices to address parental engagement barriers to promote social-emotional well-being of youth in communities of immigrants and other marginalized groups.

‘Global without Borders’: language policy and the concerted cultivation of multilingualism

ABSTRACT Shifts toward an interconnected global economy have raised concerns among middle- and upper-middle-class parents about the role of multilingualism and multiculturalism in child-rearing. Affluent parents have been previously recognized as ‘cultivating’ childhood experiences to promote competitiveness in the professional sphere (Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press. ). The cultivation of multiple languages and a multicultural stance has, as the global economy has broadened, become part of ‘good parenting’ for many. Against this background, this qualitative study uses a language policy theory (Spolsky, B. (2007). Towards a theory of language policy. 22 (1), https://repository.upenn.edu/wpel/vol22/iss1/1) to examine beliefs, practices, and behaviors of parents of children enrolled in an early childhood program at a private international school in Hong Kong. The findings show how the focal parents created and enacted their own language policy based on their beliefs about languages, the practices they carried out, and their management of their children’s multilingualism, even during the COVID-19 pandemic. This study highlights contemporary tensions between ideologies and practices of language in present-day multilingual and multicultural school settings; in addition, it expands the existing research on language policy and parental engagement by providing a nuanced analysis of how social actors devise ways to manage and support the complex process of language learning, even under dire conditions.

Enhancing mental well-being for parents through competence based curriculum implementation strategies in public day primary schools in Nairobi County, Kenya

The Competence-Based Curriculum (CBC) focuses on developing learners' skills and competencies, ensuring a holistic approach to education. Active parental engagement in their children's education is essential, as it not only enhances the academic success of learners but also significantly contributes to the mental well-being of parents. This study aims to explore strategies that may enhance the mental well-being of parents during CBC implementation in public day schools primary in Nairobi County, Kenya. The study adopted a qualitative design and was grounded in the theory of the Epstein model and Cognitive Behavioral Therapy. The target population comprised parents of children enrolled in public day primary schools in Nairobi County. A purposive sampling technique was employed to select a sample size of 12 participants, ensuring a representative distribution across different demographic profiles. Data was collected using in-depth interviews and subjected to thematic analysis. The findings revealed that enhancing parental support during CBC implementation requires a multifaceted approach involving workshops, accessible resources, effective communication, and collaboration from schools. Schools should provide training sessions and online materials to guide parents through the CBC framework while maintaining regular updates on curriculum changes. Additionally, parents' associations may foster community support groups and offer mental health resources, which can alleviate stress for parents. The study also emphasized the role of learners in supporting their parents through effective communication and encouraging independence, promoting a collaborative learning environment essential for the success of CBC.

Inclusive Education Learning Process in Islamic Religious Education Subjects for Children with Special Needs

Inclusive education is a fundamental right that provides children with disabilities access to education alongside their peers. This study examines the implementation of inclusive learning within Islamic Religious Education (PAI) at the Creative Islamic Elementary School (SDIK) Makkah in Padang City. Employing a descriptive qualitative approach, data were collected through observations, interviews, and documentation from school principals, PAI teachers, and special guidance teachers (GPK). The findings reveal that the lesson planning in PAI classes is inclusive, covering all students, including those with special needs (ABK), with additional objectives tailored by GPK according to ABK abilities. In the learning implementation phase, GPKs actively support ABK, prioritizing their participation. Evaluations are customized to ABK’s unique capabilities and learning characteristics, differing from standard assessments. Key supportive factors include knowledgeable principals, dedicated GPKs, and adequate infrastructure, while challenges arise from fluctuating ABK moods, teachers’ instructional dilemmas, and limited parental engagement due to busy schedules. This research contributes to the body of knowledge on inclusive education by providing insights into effective practices and obstacles, offering a valuable reference for future studies on inclusive learning in PAI subjects.

Teachers and Parents Working Together is Essential for Pupils to Build a Healthy Mindset Based on Values and to Prepare Them for Life's Challenges in High School

The aim of jthis study was to investigate the potential relationship between parental participation and academic success in middle school. Investigations were also conducted on the ethnic inequalities in the ;relationship between parental engagement and student accomplishment. The research compared parental engagement and academic success between groups in an ethnically and racially diverse school. In order to participate in the research, 41 teenagers and their parents had to answer questions on parental communication with the school and engagement in their kids' education. We examined the students' final science and English grades, as well as their MAP English scores, in addition to their survey replies. According to the study's findings, White parents were the most active in their kids' education and White children scored better academically than their Southeast Asian and South Asian counterparts. The Pearson correlation test is used to determine the positive association between parental involvement and student progress. Parental engagement takes the form of signing weekly grade reports, phoning the school (r =.586, p =.01), or receiving a call from the school (r =.479, p =.01). The Pearson correlation between academic performance and grades (r =.054 for signing weekly grade reports and reading school notes, emails, and texts) did not show a significant relationship between parental participation and academic success.