Parent Perspectives Research Articles

Parents' perspective on unplanned return visits to the pediatric emergency department: A cross-sectional study.

The aim of this study was to investigate the factors leading to more than one time visit to the pediatric emergency department within 72h, parental wishes and experiences with emergency nurses from the parents' perspective. A cross-sectional study was conducted between April 15, 2023 and April 14, 2024 with 596 parents of children aged between 0 and 18years who had return visits to the pediatric emergency department of a gynaecology and pediatrics hospital in the Western Black Sea Region of Türkiye within 72h after the first visit. Following the acquisition of written informed consent from the parents, the data were collected using the Descriptive Characteristics of Children and Experiences of Parents Information Form. From the perspective of the parents, the most common reasons for an unplanned return visit to the pediatric emergency department were that the child's health had deteriorated (24.1%), the child required further tests (23.8%), and the child had developed a different health condition (18.7%). During the first visit to the pediatric emergency department, parents most frequently wished to be allowed to be with the child (24.2%), to touch the child during the procedures (20.5%), to receive up-to-date information about the child's condition (20.2%). In line with these results, it is thought that the frequency of unplanned return visits to pediatric emergency departments can be reduced by implementing adequate, accurate and effective planned discharge training in pediatric emergency departments. Pediatric emergency nurses can benefit from the perspectives of parents in their professional practices to improve the quality of care and reduce the number of unplanned return visits to the emergency department.

Perspectives from parents and clinicians on an ecology-focused approach to a group well-child care

BackgroundGroup well-child care (GWCC) is a novel group-based alternative for pediatric primary care visits that may allow for adaptations that better tailor to the needs of underserved populations. This qualitative study investigates clinician and parent perspectives on the acceptability and feasibility of integrating ecology-focused content in GWCC using semi-structured interviews with GWCC parent-graduates and ecology-focused child clinicians.MethodsEcology-focused child clinicians were purposively sampled via email outreach. GWCC parent graduates were recruited via announcement in private Facebook groups. One-on-one interviews were conducted via videoconference, transcribed, and analyzed using an inductive approach. Parent and clinician thematic analyses were independently conducted to construct shared domains.ResultsNine GWCC parent-graduates and nine ecology-focused child clinicians were recruited into the study. Four overarching themes were constructed across parent and clinician responses: questions about clinical appropriateness, parent and clinician desires for educational support, influences of perceptions of nature on clinicians, and parent desires to develop independence and autonomy.ConclusionThis study identified nuanced considerations from the perspective of parents and clinicians for the implementation of ecology-focused content in the GWCC setting. Understanding the range of preferences parents and clinicians may have over ecology-focused content can help GWCC clinicians in designing ecology-focused preventive counseling materials.

Where Is the Parent's Voice? A Meta-Synthesis of Parental Experiences of Video Feedback Parenting Interventions.

Video-aided feedback (VF) is a well-evidenced intervention technique to enhance the relationship between a parent and their young child. While parental acceptability is foundational to engagement and intervention efficacy, the parent's perspective is only now emerging as a valued consideration when evaluating VF-based interventions. This systematic review metasynthesised qualitative research on the experiences of primary caregivers with a young child (primarily 0-30 months) of participating in a VF parenting intervention. A search of nine databases yielded 17 studies (10 published since 2020) involving parents who had participated in range of VF-focussed programmes. Thematic synthesis identified six themes: (1) Getting past the fear and discomfort: Being 'good enough' and 'doing the right thing'; (2) The power of video: "I had never really noticed that before‟ (with two subthemes: video as validation and for seeing child behavioural intentionality; video as an agent for change); (3) The practitioner's skill and role in creating a safe space; (4) The approach was too intangible, inflexible, positive, unclear; (5) When the intervention is over: Positive change and generalisation; (6) Parental engagement and involvement: Barriers and enhancements. While most parents reported experiencing a range of interpersonal and intrapersonal benefits from taking part in a VF parenting intervention, having to overcome initial strong negative and uncomfortable feelings were an important part of the journey. Some parents could not see the value of the approach or did not perceive the intervention to meet their needs. Insights into parental experience are complementary to outcome-based evaluations. However, biased design (e.g., only one study included intervention non-completers) and variable study quality need addressing in future studies. Implications for practice are discussed.

Parental Perspectives on Eating Disorders of Their School-Age Children with ADHD in Hong Kong: A Qualitative Study

Background: Children with attention deficit hyperactivity disorder (ADHD) frequently encounter eating problems. However, qualitative research on the eating problems of these children and the strategies employed by their parents to manage these issues remains limited. This study aimed to explore the eating problems of school-age children with ADHD and the coping strategies used by parents in urban settings like Hong Kong. Methods: A descriptive qualitative design was utilized, employing semi-structured focus group interviews. Purposive sampling was used to recruit 12 parents who voluntarily participated in five focus group sessions. The interviews were conducted in Cantonese, audio-recorded, and transcribed verbatim. Data were analyzed using template thematic analysis to identify key themes and subthemes. Results: Two major themes emerged: challenges affecting ADHD children’s eating behaviors and parental coping strategies in Hong Kong. Children’s eating difficulties stemmed from ADHD-specific behaviors, compounded by Hong Kong’s demanding educational system and urban environmental constraints. In response, parents developed multifaceted coping approaches, ranging from dietary modifications and behavioral management strategies to healthcare resource utilization, while adapting their urban lifestyle to accommodate their children’s needs. Conclusions: Children with ADHD face eating challenges that intersect with Hong Kong’s sociocultural environment, where educational pressure, limited living spaces, and parents’ work schedules influence their eating patterns. Parents adopt integrated Eastern–Western approaches, supported by Hong Kong’s comprehensive healthcare resources spanning professional networks and community programs. Evidence-based dietary guidelines are essential to address ADHD-related nutritional misconceptions.

Politics of school evaluation during quality assurance policy implementation in selected secondary schools in Dodoma, Tanzania

Purpose This study aims to examine the nature and extent of political dynamics (power struggles and contestations) among internal and external school stakeholders in the school evaluation processes and their influence on the objectivity and consistency of evaluations. Design/methodology/approach This study used a purposive sampling method to examine seven secondary schools in Dodoma Region, which were key in piloting the School Quality Assurance (SQA) policy implementation in 2018. The selected schools were government boarding institutions with long histories, managed by School Management Teams and Governing Boards that influenced school decision-making. These schools had regular SQA visits and produced School Self-Evaluation and Whole-School Evaluation reports, which served as the primary data sources. Data were analysed using a method that involved sorting, coding, identifying patterns and applying theory to interpret the findings. The analysis focused on discrepancies and power dynamics in school evaluations, particularly how internal and external evaluators’ roles were represented in the reports. Ethical considerations were ensured through confidentiality, pseudonymizing participants and obtaining clearance from relevant authorities. This study’s reliability and trustworthiness were enhanced through consistent data collection protocols, a transparent coding framework and triangulation of sources. This research offers insights into the politics of SQA policy implementation, highlighting tensions and power dynamics in school evaluations and revealing gaps between policy and practice. Findings This study identifies the SQA policy discourses that were tools and sites of power struggles and contestations among internal and external evaluators in all six quality domains. These political dynamics impacted the objectivity and consistency of evaluation outcomes due to subjectivity among evaluators. Internal evaluation had a positive image by offering higher quality indicators than external evaluation in most case study schools. Research limitations/implications Policy documents provide a high-level overview, often missing the nuanced realities of school implementation. While updated periodically, they may not reflect current practices or challenges. These documents typically present an idealized vision of education, which might not align with actual outcomes. Analysing them alone can overlook the perspectives of teachers, students, parents and other stakeholders directly impacted by the policies. Informal practices and adaptations in response to policy directives may not be documented, and the interpretation of such documents can vary widely, leading to subjective analysis. In addition, policy documents lack empirical data on the effectiveness and impact of the policies. Practical implications This study highlights the need for clear and consistent evaluation criteria to reduce discrepancies between internal and external evaluators. It also underscores the importance of training and support for school-based evaluators to ensure reliable assessments. Moreover, this study calls for addressing political dynamics influencing evaluation objectivity, ensuring that evaluations genuinely reflect school performance. Finally, the findings advocate for involving all stakeholders in the evaluation process to enhance transparency and accountability. Social implications This study has important social implications. It reveals how political dynamics can affect the fairness and transparency of school evaluations, potentially impacting stakeholders’ trust in the education system. This study highlights the need for equitable and unbiased evaluation practices to ensure that all schools are fairly assessed and supported. This can lead to better educational outcomes, as schools receive appropriate feedback and resources. Moreover, involving community members in the evaluation process can foster greater accountability and community engagement in educational development. Originality/value This study provides original value by addressing the intersection of political dynamics and educational evaluation. It uniquely examines how power struggles and political influences affect the objectivity and consistency of quality assurance practices. By highlighting discrepancies between internal and external evaluators, this study offers fresh insights into the challenges of implementing educational policies. This research contributes to the broader discourse on educational reform by advocating for more transparent and equitable evaluation processes, thereby enhancing policy effectiveness and educational outcomes.

Associations Between Mental Disorders, Personality Disorders, and Filicide-Suicide and Parental Suicide: A Nationwide Cohort Study.

Filicide-suicide represents a critical intersection of psychiatric and familial crises, yet the literature remains scant on differentiated risk profiles among family members. This study addresses a gap in understanding the specific mental health correlates of filicide-suicide, especially within a comprehensive family context, distinct from traditional parental or child-focused perspectives. This study used the Taiwan National Health Insurance Research Database to identify a nationally representative sample of families from 2004 to 2020, with continuous monitoring extending into 2021. Families were classified into those affected by filicide-suicide, parental suicide, and those without such incidents. Multinomial logistic regression was conducted to explore the association between family status and mental health. Analyses of effect modification were conducted to evaluate whether low-income status modified these relationships. The study encompassed 1,898,299 families, revealing that filicide-suicide is notably rare, with an incidence of 1.64 deaths per 100,000 newborn children from 2004 to 2020, with an increasing trend observed after 2014. Fathers and children in filicide-suicide families had the highest prevalence of mental disorders, followed by those in parental-suicide families and then other families (those where no child has been recorded as a homicide victim and no parent has committed suicide). There was a tendency for stronger associations between filicide-suicide families and paternal schizophrenia as well as autistic spectrum disorder in children among low-income families. The findings underscore the profound impact of severe mental disorders within the familial framework, emphasizing the need for an integrated approach to mental health care that considers the familial context in order to better predict and prevent such devastating events.

Situation Analysis of Awareness Level and Stigmatization of Speech Disorders in Punjab: A Parental Perspective

Situation Analysis of Awareness Level and Stigmatization of Speech Disorders in Punjab: A Parental Perspective

Enhancing Meaningful Parent Engagement: Exploring Roles and Perceptions of Parent Representatives on State Interagency Coordinating Councils

State Interagency Coordinating Councils (SICCs) play vital roles in decision-making for Part C of the Individuals with Disabilities Education Act (IDEA). While parent representatives are required to serve on SICCs, it is unclear how parents participate in the SICC. It is important to understand parent experiences on the SICC given the family-centered nature of early intervention. This study utilized qualitative inquiry to detail the motivations, goals, and expectations of 15 parent participants who served on their state’s SICC and examine the link between their initial expectations and their actual roles. Barriers and facilitators to parent engagement are also presented. Findings reveal diverse motivations and expectations. Most parent representatives reported feeling valued, but some perceived their contributions as obligatory. Active solicitation of parent perspectives and leveraging their unique skills enhanced their sense of impact. The study highlights the importance of actively eliciting and valuing parent perspectives within SICCs and intentionally engaging diverse members of each state to strengthen their impact on early intervention policy and promote positive systems change within the Part C system.

Exploring Parent and Autistic Youth Perspectives to Inform Adaptations for an Advocacy Program

Abstract Autistic Youth and their parents often struggle to access adult disability services. It is important to garner feedback from autistic youth and their parents to inform interventions to facilitate access to adult services. In this study, 128 parents of transition-aged autistic youth and 78 autistic youth completed individual interviews to inform adaptations to an advocacy program designed to improve access to adult services. Parents reported wanting a navigator (versus a group) program to help them learn to navigate adult services. However, parents reported concerns about the quality of navigators. Autistic youth reported wanting to learn about diverse issues in adulthood including types of adult services; most youth wanted to learn about services via videos. Implications for research and practice are discussed.

Understanding Parental Perspectives on Childhood Hearing Impairment and Timely Interventions.

Hearing impairment during childhood is a widespread health issue. Prompt recognition and timely intervention are vital for the advancement of language skills. Insufficient parental knowledge can lead to a delay in diagnosing and treating a condition, which can have a negative impact on academic performance. The goals of our study were to assess the knowledge levels of parents regardingchildhood hearing lossand to evaluate their attitudes toward the availability of hearing services. A cross-sectional study was conducted using an online questionnaire. Participants, totaling 339, were recruited from various regions across Saudi Arabia through a stratified random sampling technique to ensure diverse representation. Recruitment was conducted via social media platforms, including Twitter, and WhatsApp. The data were examined using Microsoft Excel (Microsoft® Corp., Redmond, WA) and Statistical Product and Service Solutions (SPSS, version 26.0; IBM SPSS Statistics for Windows, Armonk, NY). This study consisted of 339 participants, of whom 295 (87.0%) were female. The 41-50 age group was the most represented at 35.7% (121/339). A total of 76.1% of the participants demonstrated inadequate knowledge regarding childhood hearing loss and its connection to developmental delay. Although the participants had limited knowledge, a significant majority of 82.9% expressed a favorable disposition toward hearing services. This study emphasizes the existence of significant gaps in knowledge and diverse attitudes toward childhood hearing loss among caregivers. This underscores the urgent need for public health initiatives to tackle these gaps through educational and awareness campaigns. By promoting a well-informed and optimistic approach to hearing health, we can improve the results of early detection and intervention, thereby reducing the long-term effects on speech, language, and cognitive development.

Parent's Perspective on Continuity of Care in the Maternity Care and Child Health Services Continuum: A Qualitative Systematic Review.

While the World Health Organization (WHO) advocates organizing maternity care and preventive child healthcare (PCHC) as people-centred, integrated healthcare services, globally these services are often established separately, causing discontinuity of care. Our aim is to synthesize the evidence concerning what impacts parents' experience of continuity of care, and how to promote it. Qualitative systematic review. Embase, Medline, Web of Science, Cochrane, CINAHL and Google Scholar were searched for studies on parents' perspectives on integrated care. Helpful practices and issues regarding continuity of care were identified. We found that parents valued easily accessible, tailored, family-centred care that is a display of interprofessional collaboration and is geared towards supporting and empowering parents. Study strengths are its qualitative nature, allowing for in-depth patient views and experiences, and the multidisciplinary research team, which ensured a multidimensional view of the issue. Ideally, (a) parents enter the postnatal period well-prepared, and well-informed about self-care, PCHC and possible postnatal carepathways, (b) number of caretransfers is limited, (c) by overlapping maternity care and PCHC, parents are provided with an opportunity to maintain meaningful relationships with their care providers, and (d) information is consistent, family-centred, and tailored.

Quality of Life in Pediatric CKD Patients on Dialysis vs Renal Transplantation: A Comparative Study of the Perspectives of Parents and Children.

Chronic kidney disease (CKD) is a burden on children and their caregivers, especially in advanced stages requiring different renal replacement modalities (peritoneal/hemodialysis and renal transplant). The aim of the study is to measure the health-related quality of life (HRQOL) of children and their caregivers for each renal replacement modality, specifically dialysis and transplant. This study is a single-center cross-sectional study that was carried out at King Fahad Specialist Hospital in Dammam (KFSH-D). A total of 57 participants ranging from 5 to 18 years of age were included in the study, comprised of 42 patients and their parents in the transplant arm and 15 patients and their parents in the end-stage renal disease (ESRD) arm. The HRQOL was measured using the Pediatric Quality of Life Inventory (PedsQL) version 3.0 ESRD and transplant modules, respectively. The mean scores for HRQOL for children receiving dialysis were found to be 60.2 ± 22.6, which was significantly lower than the scores for children who had undergone transplantation (84.1 ± 14.7, P = .001). Additionally, the scores for the parents providing proxy reports for children on dialysis (52.5 ± 25.7) were also significantly lower compared with those for parents of children who had undergone transplantation (83.8 ± 13.9, P ≤ .001). This research demonstrated that HRQOL of both children who had undergone transplants and their caregivers was notably superior to that of individuals with ESRD. Which reinforces the importance of timely kidney transplantation in children and its positive impact on both physical and psychosocial well-being.

Evaluation of the Cow's Milk and Hen's Egg Ladder in Daily Practice: A Parent Perspective.

Evaluation of the cow's milk (CM) and hen's egg (HE) ladder to improve medical care of children with CM and/or HE allergy. Through an anonymous retrospective online questionnaire, we investigated parent perspectives regarding the therapy option of a CM and HE ladder in children with CM and/or HE allergy. Of the 54 families contacted, 29 took part in the study. 19/29 children had already completed the ladders when the survey took place. 19/29 children showed an allergic reaction during the treatment of whom 17 presented skin rashes. 16/29 parents were anxious to rise to the next step in the protocol. 15/29 had difficulties with the implementation of the therapy due to the child refusing the offered food and organizational issues. Medical support as well as the ladder as a therapy option were scored satisfactory. The participating parents were satisfied with the therapy option and medical care. We identified two main areas for improvement: First, the suggested food for every step should be more diverse, according to the families' culture background and nutritional needs/demands. Second, to reduce anxiety regarding the therapy, parents must be informed that although allergic reactions are common, they remain mild. Furthermore, we will suggest step changes under medical supervision, especially in families with a slow progression of the food ladder. With these improvements, the duration of therapy could be shortened, thus reducing the risk of an allergic reaction, the need for medical care by an allergist and therefore reducing healthcare costs.

Exploration of parental perspectives and involvement in therapeutic communication approaches for deaf and/or hard-of-hearing children at special schools in South Africa

Family-centred intervention optimises the development of communication abilities and academic outcomes in children with hearing loss. Cognisance of family values, respect for family differences and adaptations to cultural and linguistic...

Genomic sequencing in diverse and underserved pediatric populations: parent perspectives on understanding, uncertainty, psychosocial impact, and personal utility of results.

Limited evidence evaluates parents' perceptions of their child's clinical genomic sequencing (GS) results, particularly among individuals from medically underserved groups. Five Clinical Sequencing Evidence-Generating Research (CSER) consortium studies performed GS in children with suspected genetic conditions with high proportions of individuals from underserved groups to address this evidence gap. Parents completed surveys of perceived understanding, personal utility, and test-related distress after GS result disclosure. We assessed outcomes' associations with child- and parent-related factors: child age; type of GS finding; and parent health literacy, numeracy, and education. 1763 parents completed surveys; 83% met "underserved" criteria based on race, ethnicity, and risk factors for barriers to access. We observed high perceived understanding and personal utility and low test-related distress. Outcomes were associated with the type of GS finding; parents of children with a pathogenic or likely pathogenic finding endorsed higher personal utility and more test-related distress than those whose child had a variant of uncertain significance (VUS) or normal finding. Personal utility was higher in parents who met criteria for "underserved." Our findings shed light on correlates of parents' cognitive and emotional responses to their child's GS findings and emphasize the need for tailored support in disclosure discussions.

Investigating Teacher Performance in Character Building Students: a Case Study of Teaching and Learning at an Elementary School in Indonesia

Objective: This study aims to investigate the performance of teachers in the formation of student character through the implementation of learning in elementary schools. Theoretical Framework: Primary schools are the initial foundation for building the character of students. If character cultivation fails to be carried out at the elementary education age stage, the character instilled in students will inevitably be less than optimal. For that, the theory used is an approach a communitarian ethos refers to a method of school organization that promotes the formation of deep emotional relationships between children and instructors as well as professional staff relational trust. Method: The method used is a qualitative method with the type of case study. The research data collection techniques were obtained through interviews, observation, and documentation studies. Results and Discussion: The results of this study reveal three findings, namely: 1) What character values are taught, and 2) How are character values taught by teachers in schools from the perspective of teachers, students, and parents? This finding has important meaning for academics, practitioners, and policymakers, in how character education is applied in schools. Research Implications: Researchers for teachers can be used as a source of guidance for better behavior in accordance with the expected characteristics so that they can become good examples for their students. Principals and teachers should remind each other to continuously assist students in guiding, motivating, directing, and educating their students to maintain good character in the school, family, or community environment. Originality/Value: This study is one of the references for teachers to be used as a reference to behave better in accordance with the expected character. This study is also important for the Principal to remind the teacher's responsibilities and obligations in order to form students with character.

Exploring integrated tertiary care for children from Nunavut: experiences of families and healthcare providers at the Aakuluk clinic in Ottawa, Canada

ABSTRACT Children from circumpolar regions must travel long distances to southern tertiary care centres for specialised care. While there are initiatives underway to support care closer to home, medical travel remains a necessity for many families. The Aakuluk clinic has been operating since 2019 at a tertiary hospital in Ottawa, Canada, to provide care to children from Nunavut. The clinic team includes nurse case managers, physicians, social workers, interpreters, and several community partners. This project aimed to identify the strengths and the challenges of the clinic from the perspectives of parents and healthcare providers. The study was conducted in collaboration with healthcare professionals and community members and was guided by Inuit research approaches. Fifty-one participants (parents and healthcare providers) in Nunavut and Ottawa were interviewed. The main strengths and challenges of the clinic that were reported are related to the following themes: access to holistic care, supporting the role of Inuit professionals as part of the care team, and resources needed to continue offering programmes such as Aakuluk to Inuit families. From the perspectives of parents and healthcare providers, there are several components of the Aakuluk model that can be considered when developing services for Inuit families in other tertiary care centres.

Insights into parental perspectives: Children's eye care in Saudi Arabia.

Despite the concerning growth in the number of children with preventable or treatable causes of blindness, parents and/or children often do not notice many eye problems due to the lack of adequate knowledge about them. Considering the lack of updated relevant literature on this topic, this study aimed to gain insights into parental perspectives regarding children's eye health and the barriers that prevent them from promptly addressing these issues. A cross-sectional online survey was randomly distributed to Saudi parents of children aged 0-18 years from February 2022 to April 2022. A total of 1265 parents (mean age=36.10±10.043 years) completed the questionnaire, and 61.3% obtained high knowledge scores. The factors associated with high knowledge scores included an educational level above high school, employment in the healthcare industry, and having a child with an eye disease.Two-thirds of the parents did not take their children for periodic eye examinations. However, parents from the central region, healthcare workers, and those having a child with an eye disease were more likely to have their children's eyes checked regularly. Moreover, 40% of parents tended to believe that routine eye checkups were unnecessary if their children had seemingly normal eyes and no eye complaints.Concerning corrective spectacle use, parents from the northern region and those with an educational level of high school or less were more likely to reject it. Our findings also showed that 25% of parents believed that eyeglasses may limit their children's daily activities. Parental knowledge of children's eye care in Saudi Arabia was acceptable.

Sure they Gamble – But At Least They’re Not Being Bullied! A Survey of Parental Perspectives of Adolescent Gambling

Abstract There is almost no research on adolescent gambling from the perspective of parents, despite their important role in preventing adolescent engagement in potentially risky and harmful activities. This study used a quantitative online survey of 1,185 parents (69% mothers) of adolescents (aged 12 to 17 years) to examine parental attitudes and knowledge of adolescent gambling and adolescent exposure to parental gambling. Most parents disapproved of adolescents being exposed to gambling and that gambling was less concerning than other adolescent issues (e.g., bullying, drugs). Despite being concerned by gambling, parents reported that adolescent gambling was common and often gambled in the presence of their adolescent; particularly fathers. Fathers were also more likely to hold positive attitudes towards adolescent gambling, and reported higher levels of adolescent gambling and simulated gambling. These findings suggest that public health strategies to prevent adolescent gambling should build parental awareness of gambling and its risks and harms.

Analysis of Educational and Cultural Attitudes in Chinese Society Toward Adolescent Dating among Students

In recent years, with an increasing awareness of mental health issues among Chinese adolescents, teenage dating has gradually become a focal point of discussion among society, educational systems, and parents. Within the unique cultural context of China, adolescent dating intersects with educational values, family attitudes, and social morality. Traditional Chinese society generally maintains a conservative stance on adolescent romantic relationships, viewing them as potential distractions from academic performance and future development. However, as globalization progresses and adolescents sense of personal identity strengthens, an increasing number of teenagers are exploring emotional autonomy, making teenage dating an undeniable social phenomenon. This paper systematically examines the varied perspectives of Chinese society, schools, and parents on teenage dating through literature analysis. It investigates how these attitudes impact adolescents' emotional development and academic performance. Findings reveal that, although parents and schools predominantly hold negative views toward teenage dating, citing concerns about academic distraction, psychological pressure, and potential health risks, adolescents' emotional needs and the influence of social culture have grown more pronounced in recent years, leading to the normalization of teenage dating. Moreover, the lack of systematic emotional education in schools has exacerbated adolescents confusion about romantic relationships, resulting in a need for more effective guidance. This paper proposes that schools and families improve communication, provide balanced emotional education, and harmonize emotional guidance with academic development to support adolescents' healthy growth and mental well-being