Socioemotional Development Research Articles

Interplay between interparental relationship quality and infant temperament predicts toddler transdiagnostic psychopathology.

Although exposure to interparental conflict (IPC) in late childhood and adolescence appears to be a robust risk factor for the development of child psychopathology, less work has examined how very early exposure to IPC poses risk for the development of psychopathology in the first 2 years of life. Further, it is unclear whether IPC is uniquely related to child psychopathology relative to other critical dimensions of the interparental relationship. This study aimed to investigate the unique effects of IPC and low levels of emotional intimacy in the interparental relationship during pregnancy and infancy on toddler psychopathology and whether children with higher negative emotionality during infancy were most vulnerable to these conditions. One hundred fifty-one cohabitating couples completed semistructured interviews and questionnaires once during pregnancy and three times postpartum. Results demonstrated that consistent and sustained interparental emotional intimacy, first observed during pregnancy and persisting throughout infancy, was a unique predictor of toddler psychopathology, controlling for sustained and persistent exposure to IPC. The negative association between emotional intimacy and toddler general psychopathology was stronger at higher levels of infant negative emotionality. Results highlight the importance of early exposure to a warm, affectionate interparental relationship for healthy child socioemotional development. These findings have potential for informing early prevention and intervention efforts, including prenatal programs, aimed at reducing psychopathology across the lifespan. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Analyzing Social and Psychological Impacts: Shifting Student Interaction from Teachers to ChatGPT in the Learning Process

The integration of artificial intelligence (AI), specifically ChatGPT, into education it may reduce social engagement among students and teachers also can diminish critical thinking skills, as students might prefer easy answers over deep, analytical thinking. This study investigates the social and psychological impacts of shifting student interactions from teachers to AI. The research method used is a literature study by reviewing seceral relevant and current literature. The result of this study is the reduction in face-to-face interaction can hinder the development of essential communication and collaborative skills between students and teachers as an impact of the intensity of AI use. Moreover, the dependency on AI could lead to a superficial understanding of subjects, with students accepting information at face value without thorough evaluation, thereby affecting their overall academic development and comprehension. Additionally, the study underscores the necessity of developing emotional intelligence, which AI cannot effectively nurture. The findings underscore the irreplaceable role of educators in nurturing cognitive and socio-emotional development, advocating for a balanced approach to integrating AI in education

ID.8: Co-Creating Visual Stories with Generative AI

Storytelling is an integral part of human culture and significantly impacts cognitive and socio-emotional development and connection. Despite the importance of interactive visual storytelling, the process of creating such content requires specialized skills and is labor-intensive. This article introduces ID.8, an open-source system designed for the co-creation of visual stories with generative AI. We focus on enabling an inclusive storytelling experience by simplifying the content creation process and allowing for customization. Our user evaluation confirms a generally positive user experience in domains such as enjoyment and exploration while highlighting areas for improvement, particularly in immersiveness, alignment, and partnership between the user and the AI system. Overall, our findings indicate promising possibilities for empowering people to create visual stories with generative AI. This work contributes a novel content authoring system, ID.8, and insights into the challenges and potential of using generative AI for multimedia content creation.

Impaired inhibitory control when processing real but not cartoon emotional faces in autistic children: Evidence from an event-related potential study.

Impaired socioemotional functioning characterizes autistic children, but does weak inhibition control underlie their socioemotional difficulty? This study addressed this question by examining whether and, if so, how inhibition control is affected by face realism and emotional valence in school-age autistic and neurotypical children. Fifty-two autistic and 52 age-matched neurotypical controls aged 10-12 years completed real and cartoon emotional face Go/Nogo tasks while event-related potentials (ERPs) were recorded. The analyses of inhibition-emotion components (i.e., N2, P3, and LPP) and a face-specific N170 revealed that autistic children elicited greater N2 while inhibiting Nogo trials and greater P3/LPP and late LPP for real but not cartoon emotional faces. Moreover, autistic children exhibited a reduced N170 to real face emotions only. Furthermore, correlation results showed that better behavioral inhibition and emotion recognition in autistic children were associated with a reduced N170. These findings suggest that neural mechanisms of inhibitory control in autistic children are less efficient and more disrupted during real face processing, which may affect their age-appropriate socio-emotional development.

Digital Technology Use and Socio-Emotional Development among Preschoolers in Peninsular Malaysia

Digital Technology Use and Socio-Emotional Development among Preschoolers in Peninsular Malaysia

Partnering with Reach Out and Read to understand families' experiences with books and their babies

AbstractObjectiveVia a research–practice partnership centering community partners' needs and goals in the research design, we examined how parent, infant, and social‐contextual characteristics relate to shared book reading frequency and perceptions of Reach Out and Read (ROR), a national physician‐to‐family program.BackgroundShared book reading is associated with higher quality parent–child interactions and enhanced cognitive and socioemotional development. However, only a small percentage of families share books with their infants daily. Understanding factors related to engagement in book sharing is necessary to create developmental messaging that reflects families' experiences.MethodParents (N = 70) in a southeastern U.S. state were recruited from two participating pediatric clinics and responded to an online survey. Regression analyses examined significant infant, parent, and social‐contextual predictors of shared book reading frequency and perceived ROR value.ResultsFindings indicated that parents' insurance, mental health symptoms, and perceptions of the parent‐provider relationship significantly predicted shared book reading frequency. Perceived ROR value was best predicted by parents' mental health symptoms.ImplicationsStrengthening the parent–provider relationship and talking with families about their needs and experiences with their infants may support clinicians in partnering with families around literacy promotion and early relational health.ConclusionResults suggest the value of considering socioeconomic status, parental mental health symptoms, and the parent–provider relationship when promoting early literacy and relationship‐building experiences during infancy.

Adolescent Social Media Use and Emotional Intelligence: A Systematic Review

AbstractEmotional intelligence, which encompasses the ability to perceive, understand, express, and regulate emotions, is recognized as critical to the socioemotional development of adolescents. Despite its significance, the relationship between emotional intelligence and social media use among adolescents remains largely unexplored in the literature. This work aimed to provide a review that examines the association between adolescents’ emotional intelligence, including its dimensions (self-esteem, emotion regulation, empathy), and social media use. An online search of two electronic databases identified 25 studies that met the inclusion criteria. The results suggest that lower levels of emotional intelligence are associated with increased problematic social media use among adolescents, with social media use showing a negative correlation with adolescents’ self-esteem. In addition, difficulties in emotion regulation were associated with problematic social media use, while social media use was positively correlated with empathy. These findings underscore the importance of considering emotional intelligence as a key factor in understanding the relationship between adolescents and problematic social media use.

Adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in children and adolescents: A longitudinal study

BackgroundAdverse childhood experiences (ACEs) have a profound impact on individuals, shaping their long-term health and life opportunities. This study delves into the complex ties between ACEs and the socioemotional development of Australian children and youth by examining the relationships between adverse childhood experiences and externalizing, internalizing, and prosocial behaviors. MethodsThis study utilized data from the Longitudinal Study of Australian Children and employed the generalized estimating equation method to investigate the relationships between adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in Australian children and adolescents. ResultsAdverse childhood experiences such as physical punishment, hostile parenting, parental conflicts, separation, financial strain, and parental mental health issues increased the risk of externalizing and internalizing behaviors while reducing prosocial behaviors. The risk increases with the number of ACEs, as evidenced by the incidence ratio (IR); for example, for externalizing behaviors, an ACEs score of one leads to IR = 1.69, while an ACEs score of 4 results in IR = 3.34. Similar trends were observed for internalizing and prosocial behaviors. LimitationsThe presence of imbalanced longitudinal data, arising from variations in the number of observations across different time points, challenges robust inferences. Furthermore, this study investigates the relationship between ACEs and behavioral problems, without establishing causality. Consequently, the results should be interpreted with caution. ConclusionsThe findings of this study highlight that adverse childhood experiences significantly influence behavioral outcomes in children and adolescents. These findings underscore the critical need for early detection and intervention to mitigate the consequences of traumatic childhood experiences.

Machine Learning Approach for Early Diagnosis of Dyslexia Among Primary School Children: A Scoping Review and Model Development

Dyslexia, a prevalent learning disorder among primary school children, often goes undetected until later stages, hindering academic progress and socio-emotional development. Early diagnosis is crucial for effective intervention. Machine Learning (ML) offers promise in developing accurate diagnostic tools. However, there's a scarcity of comprehensive reviews focusing on ML approaches for dyslexia diagnosis in this demographic. In this scoping review, we consolidate existing literature and present the development of a novel ML model that was customized for early dyslexia diagnosis. Utilizing Decision Tree, K-Nearest Neighbors (KNN), Logistic Regression, Naive Bayes, and Random Forest. The comparative analysis of ML methods for dyslexia detection in elementary school children reveals distinct strengths. Decision Tree shows robust precision: 92.31% for dyslexia-prone, 90.62% for diagnosed dyslexia, and 86.67% for no dyslexia detected, with corresponding high recall values of 90.57%, 87.88%, and 100%, respectively. KNN excels with an overall accuracy of 94.00% and perfect precision for undetected dyslexia (100%), with high precision and recall for dyslexia-prone and diagnosed dyslexia. Logistic Regression highlights significant predictors and achieves precision of 95.38% for dyslexia-prone and 88.24% for diagnosed dyslexia, with recall rates of 93.34% and 90.91%, respectively. Naive Bayes exhibits outstanding precision for no dyslexia and dyslexia-prone categories (100%), with slightly lower precision for diagnosed dyslexia (82.5%), but perfect recall for undetected and diagnosed dyslexia. Random Forest demonstrates balanced performance with precision ranging from 91.18% to 94.23% and recall from 92.31% to 93.94%, achieving an overall accuracy of 93.00%. These results underscore ML's potential in enabling early dyslexia detection, facilitating timely interventions to improve outcomes for affected children and advancing dyslexia diagnosis.

Comparison of Quarter Life Crisis in Adolescents

Quarter Life Crisis is a new term related to the stages of human socio-emotional development. Approaching the age of 25, individuals usually have to face new life situations such as work and marital status, as well as changes in mindset that are more mature from adolescence to adulthood. This situation also makes individuals at the peak of self-maturity, when entering the age of 25, question their own lives, doubt their own choices, feel confused about the things they are living, and begin to recall the past. The type of research used for this research is qualitative with interview techniques. The primary data source is in the form of interviews regarding their understanding of the quarter life crisis. Our secondary data sources are information from journals or other internet sources. Interview results show that individuals in early adulthood who experience a quarter life crisis feel anxious and afraid, which is caused by uncertainty about the future, social pressure, hormonal changes, and others. In the publication, we present two contents on the Instagram page (reels and feed).Our reels upload reached 714 views until October 16, 2023 at 4.10 PM. Meanwhile on Instagram feeds, our content reached 36 users within 15 hours through mass media the information conveyed can be accessed more widely and spread quickly. It is expected that this social campaign can change several aspects of the target audience, such as awareness, attitude, & action.

How is feedback perceived by Brazilian students and faculty from a nursing school?

AimThis study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school. BackgroundFeedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics. DesignQualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation. MethodsWe carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data. ResultsContent analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called “Feedback in Education: Sociocultural Influences for Students and Teachers”, expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called “Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students”, which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth. ConclusionsFaculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining positive relationships with students. Students recognize the constructive dimension of feedback as a valuable tool for learning and personal growth.

Developing a screening instrument for underlying core domains of communicative competence in children with communication support needs

A socio-neurocognitive approach to augmentative and alternative communication (AAC) shows several underlying domains of communicative competence: Attention, perception, cognition, memory, orientation, socio-emotional development, motor skills, and language. To determine developmental markers of these underlying core domains of communicative competence in children with communication support needs, we developed a new screening instrument. The present article consists of three consecutive studies. In study 1, we constructed the first version of the screening instrument based on a sample of both children without disabilities and children with Down syndrome. In study 2, we confirmed the reliability (i.e., internal consistency) of the screening instrument in a new group of young children with typical development and established concurrent validity with the Early Language Scale. In study 3, we established concurrent validity with the Communication Matrix in a clinical sample of children with communication support needs. The screening instrument can be used in clinical practice as part of AAC assessment to provide comprehensive insights into strengths and weaknesses in the underlying core domains of communicative competence of children with communication support needs.

A holistic lifestyle mobile health intervention for the prevention of type 2 diabetes and common mental disorders in Asian women with a history of gestational diabetes: a randomised control trial with 3-year follow-up protocol

BackgroundWomen with a history of gestational diabetes mellitus (GDM) are 12-fold more likely to develop type 2 diabetes (T2D) 4–6 years after delivery than women without GDM. Similarly, GDM is associated with the development of common mental disorders (CMDs) (e.g. anxiety and depression). Evidence shows that holistic lifestyle interventions focusing on physical activity (PA), dietary intake, sleep, and mental well-being strategies can prevent T2D and CMDs. This study aims to assess the effectiveness of a holistic lifestyle mobile health intervention (mHealth) with post-GDM women in preventing T2D and CMDs in a community setting in Singapore.MethodsThe study consists of a 1-year randomised controlled trial (RCT) with a 3-year follow-up period. Post-GDM women with no current diabetes diagnosis and not planning to become pregnant will be eligible for the study. In addition, participants will complete mental well-being questionnaires (e.g. depression, anxiety, sleep) and their child’s socio-emotional and cognitive development. The participants will be randomised to either Group 1 (Intervention) or Group 2 (comparison). The intervention group will receive the “LVL UP App”, a smartphone-based, conversational agent-delivered holistic lifestyle intervention focused on three pillars: Move More (PA), Eat Well (Diet), and Stress Less (mental wellbeing). The intervention consists of health literacy and psychoeducational coaching sessions, daily “Life Hacks” (healthy activity suggestions), slow-paced breathing exercises, a step tracker (including brisk steps), a low-burden food diary, and a journaling tool. Women from both groups will be provided with an Oura ring for tracking physical activity, sleep, and heart rate variability (a proxy for stress), and the “HAPPY App”, a mHealth app which provides health promotion information about PA, diet, sleep, and mental wellbeing, as well as display body mass index, blood pressure, and results from the oral glucose tolerance tests. Short-term aggregate effects will be assessed at 26/27 weeks (midpoint) and a 1-year visit, followed by a 2, 3, and 4-year follow-up period.DiscussionHigh rates of progression of T2D and CMDs in women with post-GDM suggest an urgent need to promote a healthy lifestyle, including diet, PA, sleep, and mental well-being. Preventive interventions through a holistic, healthy lifestyle may be the solution, considering the inextricable relationship between physical and psychological health. We expect that holistic lifestyle mHealth may effectively support behavioural changes among women with a history of GDM to prevent T2D and CMDs.Trial statusThe protocol study was approved by the National Healthcare Group in Singapore, Domain Specific Review Board (DSRB) [2023/00178]; June 2023. Recruitment began on October 18, 2023.Trial registrationClinicalTrials.gov NCT05949957. The first submission date is June 08, 2023.

Mother-offspring bonding revisited: A blueprint for the future of beef cattle farming

This review summarizes the status of the art of cow-calf relationships at birth and during lactation, including the physiological mechanisms throughout suckling/nursing and weaning which can impact on productive and reproductive parameters, social behaviour across the mother-offspring pairs, and the required positive cow-calf welfare approach in beef cattle. The time spent close to the calf after birth, latency to nurse, nursing time, grooming and vocalisations can be considered fair proxies of oxytocin release and maternal care during the neonatal period. Besides, maternal contact during the first days after parturition will be crucial to guarantee the adequate establishment of mother-offspring bonding and the correct social and emotional development of young calf in beef cattle. During lactation, restricted nursing systems have been demonstrated as cost-effective management alternatives to improve reproductive herd performance. As artificial weaning of calves is considered a significant stressor in the lives of beef cattle, the use of a fence-line or the two-step weaning have been proposed, although no clear benefits in reducing cow-calf distress have been found. Modelling the perspective from a productive to a welfare approach in a beef cattle system is required. The ability of cows and calves to engage in voluntary, self-generated and goal-directed behaviour must be considered in the design of tailored management practices that maintain the trade-off between animal performance, cow-calf interactions, and positive mental state. Likewise, social interactions may be considered as part of environmental optimization to provide cow-calf pairs with opportunities for positive experiences and improve cattle welfare. The Five Domains Model is proposed to develop welfare-orientated management strategies considering aspects such as maternal deprivation, behavioural stress and socio-emotional development in beef cattle. This holistic approach of mother-offspring bonding focused on nutrition (Domain 1), physical environment (Domain 2), health (Domain 3), behavioural interactions (Domain 4) and animal’s mental state (Domain 5) will help to improve management decisions and cow-calf welfare state. Some management recommendations and opportunities for future studies to deeply enlarge the welfare perspective in the dyad are discussed.

Behavioral Disorders in Preschool Children in Groups of Preschool Educational Institutions: Causes and Ways to Overcome Them

The article presents the results of empirical studies of children with negative behavior in a kindergarten group, studying the causes of behavior disorders and testing the effectiveness of methods for overcoming these violations. Various approaches have been used to shape socially acceptable behavior in children. The results of the study showed that a positive attitude towards others is primary in the development of social skills. Awareness of one’s emotional state and verbalization of states, motives, and motivations for actions is possible after the child has formed a full-fledged emotional experience. Empirical data on the characteristics of the formation of a socially acceptable model of child behavior, including the experience of a positive attitude towards peers, are generalized. Experience in using social-emotional learning in a preschool education program, including learning to name emotions, states of others, etc. (cognitive component of socio-emotional development), shows the need to clarify the content and methods of working with preschool children.

Perspectivas docentes sobre el Aprendizaje Socioemocional en Colombia: Desigualdad, escaso entrenamiento basado en evidencia, postconflicto y políticas públicas

Evidence-based Socio-Emotional Learning (SEL) programs promote the acquisition of intrapersonal and interpersonal competencies, such as self-awareness, self-control, social awareness, social skills, and responsible decision-making, within educational settings. To optimize the socio-emotional development of students, it is crucial to understand teachers' knowledge, practices, and context regarding SEL (Humphries et al., 2018). Despite various calls to address the socio-emotional development of children in educational contexts in Colombia (Pérez, 2016), there is limited research on SEL. This qualitative study investigated the perspectives of thirteen teachers from diverse sociocultural contexts in Colombia. Specifically, it explored teachers' knowledge about SEL, their actions to promote the socio-emotional development of their students, and their needs and barriers. The interviews were designed based on previous studies that examined teachers' knowledge and practices related to SEL (e.g., Bridgeland et al., 2013; Buchanan et al., 2009; Humphries et al., 2018). Thirteen semi-structured interviews were conducted, and Flick's (2014) methodology was used for data reduction, reorganization, and representation. The results show that teachers have a solid understanding of socio-emotional skills and hold positive attitudes toward SEL. However, socioeconomic disparities and lack of training hinder the implementation of evidence-based SEL, especially in rural schools affected by armed conflict. Teachers highlighted the need for SEL training and the importance of culturally sensitive and trauma-informed practices, supported by public policies. Creating a supportive environment for the implementation of SEL is crucial. Through targeted training and culturally sensitive practices, teachers can effectively promote the socio-emotional well-being of all students. These findings underscore the importance of investing in SEL education, especially in contexts affected by socioeconomic disparities and armed conflict, to promote the socio-emotional development of at-risk students.

Relationship between Pedagogical Approaches and Socio-Emotional Development of Students in Early Childhood Education

Socio-emotional development is the process in which students acquire awareness of themselves, interpersonal skills, and decision-making abilities, which are required for success in the classroom, workplace, and life. Normally, schools keep putting more emphasis on learning through rote learning, and socio-emotional skills are overlooked. This study was designed to determine the association between socio-emotional development and pedagogical strategies. The study was descriptive and delimited to the private ECE schools in Rawalpindi. The target population of the study was comprised of all instructors from private ECE institutes. A purposive sampling technique was applied to select forty teachers from twenty private ECE schools. Observational checklists for teachers were self-developed and pilot-tested. The face and content validity of the scale was improved through experts' opinions. Data was collected from teachers personally by the researcher. Researchers spent three-month time for data collection. Data was analyzed by using descriptive statistics and correlation. The findings indicated a positive relationship between pedagogical approaches and the students' socio-emotional development. The effectiveness of these teaching methods for enhancing students' socio-emotional development was found. The study recommends that teachers should encourage games-based activities to utilize the relationship skills of pupils at the early childhood level.

유아사회정서발달 지원교육에 참여한 아버지의 경험과 변화

The purpose of this study is to examine and analyze the experience and transformation of fathers who participated in education for children's socio-emotional development. For this research, six fathers were selected as research participants, and they went through 7 weeks of education in children’s socio-emotional developmental support, including group interviews. During the study, recordings of videos, transcripts, self-reflections, and interviews of the participants from the education were collected and analyzed. The results have shown that through the education, the participants were able to ‘recognize and understand their ignorance and indifference’, ‘practice and role-play to apply the knowledge in real-life situations’ and ‘experience how father-child play serves as a channel for the children's social and emotional development’ and ‘exchange sympathy and fellowship between fathers’. In addition, the interviews and reflections have shown that the participants have transformed into fathers who try to ‘comprehend and understand their children’, are ‘not embarrassed to express praise and encouragement’, are ‘not afraid to spend time with their children’ and ‘enjoy co-parenting’. As a result, the analyses of the study have shown that the education for children's socio-emotional development support for fathers has not only helped the children's socio-emotional development but has also improved child-parent communication and relationship, furthermore, resulting in positive improvements in marital relationships through encouraging and motivating equal sacrifice to achieve actively joint parenting.

Observation of Socio-Emotional Development among Students in Early Childhood Education

Socio-emotional development is a major concern of teachers’ pedagogical approaches to early childhood education. This research was designed to identify self-awareness, self-management, social awareness, and relationship skills among junior students. The study was descriptive in nature, and the target population was comprised of students from ECE private schools in Rawalpindi. Getting consent for classroom observation was a sensitive process, and a sample of 160 students from twenty schools was considered sufficient. The observational tool was divided into four broad categories of socio-emotional development, i.e., self-awareness; self-management; social-awareness; & relationship skills of students. The observational checklist was pilot-tested on forty students, and face validity was improved through experts’ opinions. Data was collected, scored, tabulated, and analyzed by using percentages. Self-awareness among students was prominent, and pupils could identify their emotions when feeling happy, angry, or sad. Students were kept responsible for their work and focused on their tasks without being distracted. Most of the students have good social awareness and possess relationship skills with peers.

The Effects of Parental Involvement on Student Academic Success

Parental involvement in education has been recognized as a crucial factor in student academic success. This paper examines the impact of parental involvement on student outcomes, including academic achievement, attitudes towards learning, and socioemotional development. It explores various forms of parental involvement, such as communication with teachers, participation in school activities, and support with homework, and analyzes their effects on student performance. Drawing on empirical research and theoretical frameworks, the paper highlights the benefits of parental involvement for students across different grade levels and socio-economic backgrounds. It discusses the positive influence of parental engagement on students' motivation, self-esteem, and sense of belonging, as well as its role in fostering positive parent-child relationships and family cohesion. strategies for promoting parental involvement in education, including parent education programs, outreach initiatives, and collaborative partnerships between schools and families. It emphasizes the importance of creating a supportive and inclusive school environment that values and encourages parental participation.