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The present study investigated parental antecedents of children's learning interests in numeracy and literacy. Parents of 110 five- to six-year-old Chinese kindergarten children were recruited. One parent of each child completed the questionnaire on demographics, parental attitudes, home environment, home activity, parental involvement in school, and children's learning interests in numeracy and literacy. The results indicated that parents' attitudes could exert direct impacts on their children's learning interests in numeracy and literacy when demographic variables and parental practices were controlled for. Parents' attitudes toward their own learning were also indirectly correlated with their children's learning interests via their attitudes toward their children's learning. Moreover, parental practices explained the relationship between parental attitudes and children's learning interests, albeit slightly differently across literacy and numeracy. Home activity and parental involvement in school significantly mediated the relationship between parental attitudes and children's learning interests in numeracy, while in literacy, only home learning activity was a significant mediator. These findings have important implications for guiding parents in cultivating the kindergarten children's learning interests in numeracy and literacy. [ABSTRACT FROM AUTHOR]

Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 (N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program. [ABSTRACT FROM AUTHOR]

This study examined stakeholders' views on parental involvement in students' school experiences at Eagle's Remedial School (a pseudonym). The school system has a diverse group of students, and stakeholders (such as teachers, parents, and principals) have varied parental involvement perceptions. The interactions between parents and other stakeholders were examined to determine how grounded parental involvement views were. The study examines the research question: How do stakeholders support parental involvement? A qualitative case study design was utilized to explore stakeholders' and students' views on parental involvement in school life. The study is significant because the findings can be used by the selected school to implement workshops for parents, teachers, and principals to close the gap between perceptions on parental involvement in students' school experiences and strategies that parents, and school personnel can adopt to enhance the quality of students' experiences at school. [ABSTRACT FROM AUTHOR]

• No causal impact of schools reopening on the spread of Omicron was found. • Schools did not increase SARS-CoV-2 transmission in Italy, Germany, and Portugal. • Geography, seasons, and population behavior exerted a more substantial influence. • No differences were observed by age group in SARS-CoV-2 transmission rates. • We are reassured of the involvement of schools, which is crucial during a pandemic. We investigated the impact of school reopening on SARS-CoV-2 transmission in Italy, Germany, and Portugal in autumn 2022 when the Omicron variant was prevalent. A prospective international study was conducted using the case reproduction number (R c) calculated with the time parametrization of Omicron. For Germany and Italy, staggered difference-in-differences analysis was employed to explore the causal relationship between school reopening and R c changes, accounting for varying reopening dates. In Portugal, interrupted time series analysis was used due to simultaneous school reopenings. Multivariable models were adopted to adjust for confounders. In Italy and Germany, post-reopening R c estimates were significantly lower compared to those from regions/states that had not yet reopened at the same time points, both in the student population (overall average treatment effect for the treated subpopulation [O-ATT]: -0.80 [95% CI: -0.94;-0.66] for Italy; O-ATT-0.30 [95% CI: -0.36;-0.23] for Germany) and the adult population (O-ATT: -0.04 [95% CI: -0.07;-0.01] for Italy; O-ATT: -0.07 [95% CI: -0.11;-0.03] for Germany). In Portugal, there was a significant decreasing trend in R c following school reopenings compared to the pre-reopening period (sustained effect: -0.03 [95% CI: -0.04; -0.03] in students; -0.02 [95% CI: -0.03; -0.02] in adults). We found no evidence of a causal relationship between school reopenings in autumn 2022 and Omicron SARS-CoV-2 transmission. [ABSTRACT FROM AUTHOR]

Parental and family involvement in schools has been a concern for educators and administrators. The authors set out to assess the path directions and significance of the interrelationships between Performance Feedback (PF), Academic Performance (AP) on Parent–Family Involvement (PFI), and Parent Satisfaction (PS) in schools. This study utilizes data from the PFI in Education Survey 2019 under the National Household Education Surveys program done by the US Department of Education. The sample for this research is 954 parents. Structural equation modeling was employed using AMOS. Results establish the three research propositions: influence of PFI on PS with the mediation of AP and PF, influence of AP on PS is moderated by PF, influence of AP on PFI is moderated by PF. The findings are important for school administrators and all stakeholders for ensuring greater PFI, improved PF and AP of students, and higher PS. This study is unique in assessing the interactional effects of the variables considered. The study also establishes mediating and moderating influences and offers new insights in understanding the influences on PFI and PS and some bidirectional effects. [ABSTRACT FROM AUTHOR]

We present an empirical overview of current research in the area of parental involvement (PI) based on a bibliometric analysis of 544 articles published between 2014 and 2018, and a thematic review of 39 of the Q1-journal articles in the sample, which contributed to a more detailed illustration of the knowledge base of PI research. The findings reveal an ongoing increase in the intensity of research in five distinct foci. The research is shown to be largely urban- and US-centric and dominated by diverse psychological and sociological perspectives. Implications and avenues for future research have been suggested. [ABSTRACT FROM AUTHOR]

Justice-involved adolescents (JIAs) have an increased risk for opioid use disorder and overdose related to opioid misuse (OM). Consequences of untreated OM include recidivism and poor educational outcomes, which can be harsher for female JIA. Therefore, identifying relevant factors and settings that reduce the risk for OM is critical. Schools are a central institution in adolescent development. Drawing on social control theory, JIA with higher levels of school bonding was hypothesized to attenuate risk for OM. Cross-sectional data on 79,960 JIA from the Florida Department of Juvenile Justice were examined. Multivariate and stratified logistic regression analyses were employed. On average, for every one-unit increase in school bonding, JIA had 22%, female JIA had 23%, and male JIA had 22% lower odds of OM. Results suggest school bonding and the school context should be considered in treatment and how this setting may impact OM intervention outcomes among JIA. [ABSTRACT FROM AUTHOR]

The CI team may benefit from assessment of various aspects of parental involvement at home for counselling and outcome prediction. As a result, the current study's aimed to create and deploy a novel questionnaire to measure parental involvement in the rehabilitation of children with cochlear implants (CI). In the current study, 100 parents (Mothers) of children who underwent CI between 2010 and 2020 took part. Based on Des Jardin's Scale of Parental Involvement (DesJardin in Volta Rev 103:391–409, 2003), a questionnaire to measure parental involvement in the rehabilitation of children with cochlear implants was created. The questionarie comprises of 41 questions divided into four categories: participation in the rehabilitation, family and emotional support, device maintenance and followup, and involvement in school. On a three-point rating system, responses were recorded. 100 parents of children with CI were given the questionnaire to complete. The sums of the scores for each domain were determined. The findings showed that more than 80% of parents were able to regularly bring their children to therapy. Some of these parents (13%) stated that their children were unable to wear the speech processor because the spare parts were damaged, and they required more time to purchase replacements since they were unable to afford them. Only 58 percent of parents were able to support their CI child and siblings financially. Parents' worries about their children' academic achievement accounted for 35% of all parent concerns. Although the majority of parents said they were happy with their child's post-implantation growth, additional issues such problems getting financial support, trouble getting to a therapy centre for habitation, and the children' failure to learn via tele-mode were emphasised. [ABSTRACT FROM AUTHOR]

This study used a longitudinal, probability sample survey, Understanding Society Covid‐19, to examine young people's post‐16 educational aspirations at the height of the Covid‐19 pandemic, with a particular emphasis on four vulnerable groups (namely, young carers; Black, Asian and Minority Ethnic young people; young people with long‐term illness and disability; and people with internalising and externalising behavioural difficulties). The findings from this study showed young carers and young people with health conditions to be less likely to choose A levels, despite reporting roughly equal levels of school engagement and school‐related support. The Covid‐19 pandemic has laid bare the obstacles often faced by young carers and young people with pre‐existing health conditions and behaviour difficulties. It is hoped that the findings will contribute to debates about social care and education and will have implications for public policy and action, especially as public services are under enormous strain and are less likely to reach those who need them most. [ABSTRACT FROM AUTHOR]

Regular physical activity is associated with numerous health benefits in school children and adolescents. Therefore, it is important to create a supportive environment that promotes physical activity, especially in schools. In order to examine the effects of two recess-based interventions on children’s physical fitness and optimism, and involvement in school’s violence, a prospective study was conducted. The sample comprised of 210 primary school students attending grades one through four (101 boys, 109 girls), assigned to two Intervention groups (IG1, IG2) and a Control group (CG). For eight weeks, IG1 was provided with exercise equipment, IG2 was exposed to daily structured physical activity during recess, and CG had regular recess. Pre- and post-intervention measurements revealed significant differences (p ≤ .05) between groups in physical fitness and optimism, with IG2 (structured physical activity) scoring most favourably. In addition, the percentage of students who were not involved in peer violence as perpetrators significantly increased in IG2 during the intervention. IG1 performed the best in the agility test, and CG achieved the lowest fitness and optimism scores. No other significant differences were detected. Structured physical activity during recess might be a promising strategy of optimising students’ health and school climate. [ABSTRACT FROM AUTHOR]

The independent associations among childhood maltreatment (CM), parenting style, and school bullying in children and adolescents have not been adequately discussed. Epidemiological evidence of higher quality is still scarce. We intend to investigate this topic by using a case–control study design in a large sample of Chinese children and adolescents. Study participants were chosen from the Mental Health Survey for Children and Adolescents in Yunnan (MHSCAY), a mega ongoing cross-sectional study. The combined database from four study sites was used. The population-based case–control study was individually matched by study site, age, sex, race, left-behind status, whether a single child, and whether a boarding student. Cases were observed to have a significantly higher prevalence of CM, higher scores for parental rejection and over-protection, and lower scores for parental emotional warmth. Multiple conditional logistic regression revealed that CM, especially emotional abuse (EA) and sexual abuse (SA), were associated with a prominently increased risk of school bullying involvement, with adjusted odds ratio (OR) of 2.28 (95 % CI: 2.03, 2.57) and 1.90 (95 % CI: 1.67, 2.17). Subsequent analysis further corroborated the robustness of EA–bullying and SA–bullying associations. Although parenting style generally showed a weaker association with school bullying, a higher level of parental rejection was related to an increased risk of bullying victimization. Chinese children and adolescents who are victims of EA or SA, or experienced a higher level of parental rejection, are more vulnerable to school bullying. Targeted interventions should be designed and implemented. • CM, especially EA and SA, were associated with increased risk of school bullying involvement. • Parental rejection was related to school bullying victimization. • Victims of EA and SA, and adolescents reported higher level of parental rejection should be targeted for intervention. [ABSTRACT FROM AUTHOR]

Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The members of nine primary education classes were systematically observed. The data record, obtained from an instrument designed ad hoc, is qualitative, and is organized to be coded and analysed quantitatively. Once the classes were analysed, the presence of multiple cases was detected. The results show how the associated behaviours contribute, change, insist on and distract from the topic of conversation, influencing the way in which focused attention is maintained. The discussion highlights the existence of a 'virtuous circle' that favours focusing on the topic through the coexistence of the behaviours of contributing to the topic with an informative language and encouraging the participation of others. [ABSTRACT FROM AUTHOR]

The present study predicts teacher burnout from previous experiences, efficacious beliefs, student achievement, and parental engagement. Data came from the Trends in International Mathematics and Science study (TIMSS 2019) and utilized a random sample of n = 2000 from the Kingdom of Saudi Arabia. It was hypothesized that parental engagement and involvement in school may represent a salient factor in understanding teacher burnout in that if parental disengagement is high, necessary supports and resources available to the teacher are withdrawn. This thesis was tested using the cusp catastrophe with linear negative predictors of teacher burnout being teacher satisfaction, years of experience, teacher efficacy, and student achievement. The role of parental disengagement was verified with critically low levels of parental engagement being associated with abrupt and unpredictable levels of teacher burnout. It is concluded that parental engagement and involvement in schools may provide critical supports that are necessary for teachers to successfully manage their workload. [ABSTRACT FROM AUTHOR]

This paper analyzes the formative experiences that take place in the school lunchroom. For this purpose, it is situated in shelter school located in the southern region of Mendoza. The process of children's involvement in school culinary practice is analyzed, paying attention to the ways in which peer relationships develop and describing the process by which students participate in increasingly complex ways. It is identified that in the participation process students go through three moments; in each one of them students are referred to as small, medium and large in the school context. These classifications are linked to belonging to certain grades, but they also imply the recognition of knowledge about the practices that take place in the school lunchroom. On the other hand, in these different phases, boys and girls are linked in different ways with their peers, assuming different forms of participation in the development of the task. [ABSTRACT FROM AUTHOR]

Aim: To investigate associations between participation‐related constructs and participation frequency and involvement in inclusive schools. Method: In this cross‐sectional study, teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties, completed measures. Participation‐related constructs were measured using the School Participation Questionnaire; participation frequency and involvement were measured using the Participation and Environment Measure for Children and Youth. A series of multilevel linear mixed‐effects regression models with maximum likelihood estimates and bootstrap confidence intervals with p‐values were obtained. Final models included participation‐related constructs and participation, controlling for demographic and diagnostic confounders (including age, sex, language, level of school support, and autism). Results: Six hundred and eighty‐eight children (448 [65.1%] males; mean age 8 years 7 months [range 4 years 10 months–12 years 13 months, standard deviation 2 years 1 months]) were assessed by 252 teachers. Across a series of models, participation‐related constructs were consistently associated with more intensive participation (competence, environment, identity p < 0.001; symptoms p = 0.007), independent of confounders. More frequent participation remained associated with three of four participation‐related constructs (competence, identity p < 0.001; environment p = 0.021). Age (p = 0.046), language (p = 0.002), and level of school support (p = 0.039) also remained significantly associated with frequency of participation. Interpretation: Children with additional support needs in inclusive schools may have several participation barriers. Policies and interventions to improve participation are needed. What this paper adds: Across a series of models, participation‐related constructs were associated with frequency and intensity of participation.Only participation‐related constructs were associated with participation intensity.Demographic and diagnostic variables were associated with frequency, not intensity, of participation.Teacher assessment is valid for assessment of participation and participation‐related constructs. [ABSTRACT FROM AUTHOR]

This study's purpose is to examine the work-family conflict of employed parents of children with special educational needs and disabilities (SEND) and those parents' engagement in the schooling of their children. Prior to the COVID-19 outbreak, 206 parents from the United Kingdom completed a questionnaire about their school engagement and their work-family strain. Response data were examined employing descriptive and correlation analyses, as well as hierarchical moderated regression. Findings reveal that the higher the parents' work-family conflict, the lower their school engagement. Moreover, the age of children with SEND moderates the relationship between employed parents' work-family conflict and engagement in their children's schooling. Specifically, for parents with younger children, the negative impact of work-family conflict on parental school engagement is not as prevalent as it is for those with older-aged children. Drawing on Hobfoll's conservation of resources theory, we explore parents' dilemma when they determine where to expend their limited reservoir of resources. Because children with SEND benefit in multiple ways when their parents are engaged in their schooling, we provide recommendations regarding how schools and organizations can operate to promote parental school engagement. [ABSTRACT FROM AUTHOR]

Parental involvement in education is critical to academic achievement. Mainstream forms of parental involvement often dismiss Latinx parents' subtle practices. We surveyed 252 Latinxs about their and their parents' parental communication styles, parenting styles, school involvement, and academic expectations. Correlations were weak to strong. Respondents reported higher mean scores than their parents across all practices except psychological support and authoritarian parenting. Most parenting variables were significantly associated with participants' academic outcomes. Acculturation moderated the relationship between respondents' parents' parental pressure and authoritarian parenting style and their own. Results suggest intergenerational transmission of parenting practices regardless of acculturation. [ABSTRACT FROM AUTHOR]

This paper explores how parents and teachers view and do parental involvement in elementary schools. It uses surveys and interviews with parents and teachers from two schools. It finds that both groups value parental involvement and its positive effects on students' learning and happiness. But it also identifies some problems that prevent good parental involvement, like time, communication, resources, and training. It suggests some ways to improve parental involvement and cooperation between parents and teachers. [ABSTRACT FROM AUTHOR]

Generally, there is much to praise about the rise in acknowledging the need for young citizens to exercise their rights and duties, but the belief remains that this is not yet entrenched in young citizens' overall democratic involvement. A lack of citizenship and engagement in community issues was revealed by a recent study conducted by the authors in a secondary school from the outskirts of Aveiro, Portugal, during the 2019/2020 school year. Under the umbrella of a Design-Based Research methodological framework, citizen science strategies were implemented in the context of teaching, learning, and assessment, and at the service of the educational project of the target school, in a STEAM approach, and under Domains of Curricular Autonomy activities. The study's findings suggest that to build the bridge for participatory citizenship, teachers should engage students in collecting and analyzing data regarding communal environmental issues in a Citizen Science approach supported by the Internet of Things. The new pedagogies addressing the lack of citizenship and engagement in community issues promoted students' involvement at school and in the community, contributed to inform municipal education policies, and promoted dialogue and communication between local actors. [ABSTRACT FROM AUTHOR]

The present research aims to examine the emotional intelligence of secondary school students in relation to their parent involvement. The current study targeted a population of 200 secondary school students of Chandigarh. Descriptive survey was done for the collection of data. The data was analyzed statistically by using mean, S.D., t-test and Pearson's coefficient of correlation (r). Findings of the study revealed that no significant relationship exists between emotional intelligence and parent involvement secondary school students. The study recommended that stakeholders in education needed to identify and understand the psychological needs of adolescents. Study, recommends future research on how emotional intelligence fluctuates and test if emotional intelligence can be taught by implementing workshop and counseling. [ABSTRACT FROM AUTHOR]

As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families. [ABSTRACT FROM AUTHOR]

Many school districts provide one-time transition events to help students prepare for the rigors of kindergarten; yet, research shows families desire additional information and opportunities to help their children thrive once school begins. Researchers for this study interviewed 39 parents whose children participated in a three-week structured kindergarten transition program designed to promote parental involvement in school, reduce students' chronic absenteeism, and increase children's readiness for kindergarten. All interviewees expressed that participating in the program yielded benefits for themselves and their children. Respondents shared that meeting education staff members early during the summer, familiarizing themselves with the layout and routines of their schools, and building stronger social connections with other families were of particular value in helping them prepare for the start of kindergarten. Similarly, understanding kindergarten expectations more thoroughly and acquiring tools to support their children at home were deemed especially beneficial for those families who had not previously participated in preschool or other structured school opportunities. In addition to positive feedback, participants proposed various ways that adjusting the program could better meet the needs of all stakeholders. Suggestions included increasing the length of the student sessions, improving communication between district and families, re-structuring the parent information sessions to be more conducive to working families, and staffing the program with more individuals who would stay on as teachers during the transition from summer to fall. Parent suggestions from this study were synthesized into multiple implications for practice and substantiated by current relevant literature. [ABSTRACT FROM AUTHOR]

Internationally, the link between punitive school disciplinary practices and increased risk of contact with the justice system has been chronicled via a substantial body of research on the school-to-prison pipeline. This research highlights some of the harmful effects of exclusionary school discipline for some students, including lower educational achievement, lower school completion rates and future contact with the justice system. Drawing on some of the findings from 50 in-depth interviews with former prisoners, educators, parents, and a range of key stakeholders, this paper builds on that research by identifying the informal ways that some groups of students are subjected to exclusion in schools. The findings suggest that to fully understand the factors that impact the path from school to involvement with the justice system, greater attention should be paid to the experience of informal school-based exclusionary practices. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe an approach to the study of the educational trajectories of students at risk of exclusion and to discuss the suitability of this methodological procedure for a narrative approach. In this research, the theory of the life course by reconstructing life stories has been used to observe how the different experiences in the educational trajectory of these students develop and how these affect their involvement with their studies and school. Through this paper, the research process will be exposed, from the epistemological foundation of research to the method employed for the analysis and discussion of results. A way to delve into an insufficiently explored form of research will be proposed. The application of Barton and Lazarsfeld's qualitative analysis procedures is novel in the paper; not only for the depth achieved in the analysis of the trajectories of the subjects, but also for the possibility of its integral application in the data analysis software ATLAS.ti. The main conclusions reached in this text are: (1) the full validity of the analysis procedures established by Barton and Lazarsfeld; (2) the progress that supposes its application with the support of the software ATLAS.ti; (3) Semantic exploration through the tools available facilitates the deepening of the development of biographical-narrative research. [ABSTRACT FROM AUTHOR]

In this research, we assumed the objective of analyzing the Political-Pedagogical Projects of schools located in Vale do Ivaí, in order to evaluate the articulation between the Physical Education curricular component and the programs to combat manifestations of violence at school. Through document analysis and based on the epistemological and ontological assumptions of historical-dialectical materialism, were analyzed the Political-Pedagogical Projects (PPP) of state schools that offered Elementary School II and/or High School linked to the cities of Arapuã, Ivaiporã, Jardim Alegre, Lunardelli and São João do Ivaí, in addition to the programs/projects undertaken by the school units in the respective cities of Paraná. It was made clear through the results that, despite the fact that the schools' PPPs reveal that they were built from the principles of democratic management, no elements were identified that confirm the involvement of the school community in the proposed actions. Only two documents brought to light, albeit incipiently, connections between the Physical Education curriculum component and the confrontation of school violence. And, with regard to the different dimensions of violence, when alluded to, generalist strategies are mentioned, obliterating the foundations and developments to problematize and combat them. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to characterize teaching strategies around family participation from the teacher's perspective with a cross-eye look between assistant principals and parents. The narrative method is used and data are gathered by using a semi-structured interview and an opinion survey. The sample consists of 17 teachers, 2 assistant principals, and 54 parents from two institutions. The results highlight three strategies: 1) collaboration with the school, 2) communication with the school, and 3) support for learning. It is suggested to generate effective alliances between teachers, parents, and principals through interaction spaces that allow sharing ideas, opinions, and experiences with input from families. It is concluded that teacher disposition to favor parental involvement in schools is key to accomplish the strategies used and that teaching actions are meaningful when they are aimed at enhancing parental involvement to improve student academic performance. [ABSTRACT FROM AUTHOR]

Problem: Few factors are as important to student success as family engagement in the educational process. One overarching barrier to perceived parental/caregiver involvement in urban high schools is the use of traditional definitions of family involvement, which are still espoused by school personnel, that place an emphasis on one-way school-based communication and events. Method: This quantitative study surveyed 39 caregivers in a lower SES, predominantly African American urban high school to discover these caregivers' beliefs and in-home practices regarding family engagement at the high school level. Results: Findings suggest that the majority of these caregivers regularly engage in various at-home activities in their student's education. Conclusions: These results demonstrate the importance of schools reexamining their definitions of family engagement and co-creating unique ways to discover and incorporate caregivers' beliefs and inhome practices into urban schools. [ABSTRACT FROM AUTHOR]

How parents conceive of their role in their children's education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families' engagement at school, with teachers, at home, and with their children. Whereas schools are focused on what parents do in relation to schoolwork, parents experience their involvement as integrated into the rest of their parenting ideologies. This special issue considers a full breadth of parental involvement in education from homeschooling to involvement at school. Further, these articles focus on parents' understanding of their role through the lens of their ethnic, racial, and cultural background and how their role evolves across developmental stages—from elementary school to college. Finally, whereas most school-based conceptualizations of parental involvement in education are focused on academic outcomes, the field is challenged to consider a broader range of outcomes and emphasize nonlinear associations between parental involvement in education and developmental outcomes. [ABSTRACT FROM AUTHOR]

An editorial is presented on the how to sustain school performance, given the crisis in recruitment and retention within the profession is now front and center. It outlines leadership should be extended to teachers, not in a formal role-based way but through the creation of lateral opportunities for collaborative engagement. An overview of the leadership that should be extended to teachers, through the creation of lateral opportunities in education system is presented.

This paper is about the importance of understanding immigrant Latino parental involvement in the United States' educational system. Misconceptions regarding Latino parental involvement will be presented as a way to help pre-service teachers and educators to understand factors that determine Latino parental involvement. This information can be used to create opportunities for this group of parents to engage in school activities in accordance with their reality. [ABSTRACT FROM AUTHOR]

Family-professional partnerships are an important predictor of student success for children with and without disabilities. However, little is known about the perspectives of fathers of children with complex disabilities regarding their partnerships with educational professionals. This study presents findings from semi-structured interviews with 15 fathers of children with complex disabilities regarding their partnerships with professionals. Fathers described both challenging and collaborative interactions with the educational professionals working with their children. In challenging interactions, fathers described educational professionals focused on the monetary costs of their child's educational needs, a struggle to find schools and programs that fit their child's needs, and educators who were inflexible and unwilling to implement individualized instructional strategies. More positive and collaborative father-professional partnerships were characterized by authentic relationships that responded to the expertise of parents, as well as educators who were flexible and strengths-based in their practice. Fathers offered guidance for how educators could strengthen partnerships with fathers. Findings from this study extend the very limited research on the school involvement experiences of fathers of children with complex disabilities by identifying specific characteristics of positive and negative family-professional interactions for these fathers and highlighting avenues for change in professional practice to strengthen fathers' school involvement experiences. [ABSTRACT FROM AUTHOR]

A randomized controlled trial was conducted with 6391 7th- and 8th-grade students in 72 public schools in six Brazilian cities. A confirmatory factor analysis was performed to create a unidimensional model for validity. Linear regression was used to evaluate how baseline past-month drug use, violence, and sociodemographic characteristics affected violence at follow-up. The results showed that previous involvement in violent episodes at school (β = 0.397, p < 0.001) as well as the use of inhalants at baseline (β = 0.358, p = 0.026) predicted higher levels of violence 9 months after baseline. Additionally, girls showed lower levels of involvement in violence than boys (β = −0.144, p < 0.001). School prevention programs and policies should simultaneously address drug use and violence. Inhalant use seems to act as a proxy of future involvement in school violence, independent of previous involvement in violent episodes. Trial registration: RebEC, RBR-4mnv5g. Registered 3 July 2014, http://www.ensaiosclinicos.gov.br/rg/RBR-4mnv5g/. [ABSTRACT FROM AUTHOR]

Background: The age of first sexual debut among youth continues to attract interest as it marks the start of their exposure to a variety of sexual and reproductive health problems. Parental monitoring (PM) and school connectedness (SC) has been found to have an effect on this problem. Despite this fact, there is a dearth of literature on implications of PM and SC on age at first sexual debut in Ethiopia. Therefore, this paper examined the influences of PM and SC age at first sexual debut among female youth. Methods: A retrospective follow-up study was conducted on 470 randomly selected female youth in Bedele town, Oromia regional state, southwest Ethiopia from February 1 to March 30, 2021. The age at first sexual debut was asked in full years for respondents who ever engaged in sexual debut at a time of data collection. Data were entered using Epi-Data version 4.6 and analyzed using Stata version 14. All variables at P-values less than 0.2 in bivariable analysis were exported to multivariable analysis. Multivariable Accelerated Failure Time (AFT) regression analyses using Weibull distribution were used to examine the association of age at first sexual debut with PM and SC at 5% level of significance. Results: Overall, 132(28.1%) youths were begun sexual activities of which 79.54% was an early (vaginal penetrative sex before 18 years old). The incidence rate was 15.58/1000 PY with 95% CI of [13.14, 18.47]. The result shows that, female youth start first sexual debut as early as 10 year and mean age was 16.89±2.82. Only 27.97% of those who began sexual debut used contraception during first sex. Multivariable Weibull AFT regression analyses adjusted for different variables showed that high PM (Adjusted Time Ratio (ATR) 1.13: 95%CI; [1.04, 1.21]) and good SC (ATR: 1.14: 95% CI; [1.06, 1.22] significantly delays the age at first sexual debut. Conclusions: Overall, four out of every five premarital sexual activities were early sexual debuts. High PM and high SC significantly decrease early sexual debut by delaying the age of sexual initiation. Therefore, family and school involvement focused on PM and SC of the youth is recommended as an important mechanism for preventing youths' risky sexual behaviour, including early sexual debut. [ABSTRACT FROM AUTHOR]

Background: Schools provide a big opportunity for promoting the student's health, life skill, and behavior. Teachers play a fundamental role in the promotion and successful implementation of school health services. This study aimed to assess the level of involvement in the Health Promoting School program and its associated factors and to explore the benefits and barriers to involvement among high school teachers in Myanmar. Methods: A mixed methods explanatory sequential study was conducted among 194 high school teachers in Thanlyin Township, Yangon Region, Myanmar, from June to August 2020. Quantitative data were collected with the pretested structural questionnaire and analyzed by Chi-square tests and Fisher's exact tests. A qualitative strand was added by conducting in-depth interviews (n = 15, five teachers from each level of involvement: poor, medium, and good), analyzed by thematic content analysis. Results: Of the 194 teachers, 23.7% had a good level of involvement in the Health Promoting School program. The factor associated with involvement in Health Promoting School program were age (p value < 0.001), duration of services (p value = 0.001), and a number of accomplished training-related school health (p value = 0.008). Qualitative data revealed that improvement of the health knowledge and awareness on health problems, the progress of healthy behaviors, development of physical and mental health, prevention of the disease spread, achievement of healthy and productive learning environment, and development of academic achievement were major benefits of teachers' involvement. Moreover, the main barriers to involvement were insufficient materials and human resources, time constraints, incompetence of the teachers, poor cooperation of school health partnerships, and insufficient awareness of parents. Conclusions: The proportion of good involvement in the Health Promoting School program among high school teachers was low in this study area. Providing sufficient human resources and material, conducting the on-the-job and refresher training, enhancing parent-teacher cooperation, and strengthening the community partnerships were crucial to improve the level of involvement and reduced the barriers for the achievement of the Health Promoting School program. [ABSTRACT FROM AUTHOR]

The question of whether single‐sex or co‐ed schooling has any impact on students' attitudes toward science is highly contested and warrants research from all corners of the world. This study adds to our current knowledge by investigating different attitudinal indices of Grade 9 science students (N = 356, Mage = 14.5 years) in single‐sex and co‐ed schools in terms of involvement in science instruction, enjoyment of science, value of science, engagement in practical work, influences of family, teachers, peers, and friends, interest in, and confidence for future participation in science. A total of 356 questionnaires was completed using a 43 Likert‐type attitude questionnaire, and these served as the basis for data analysis in the study. The analyses indicated a relationship between gender and school type on students' attitudes toward science across all seven attitudinal dimensions examined. The findings revealed that: (a) attitudes toward science among students from co‐ed schools were significantly lower than those of single‐sex schools (p < 0.001) and (b) compared to boys in co‐ed schools, girls in single‐sex schools had a similar attitude toward science in terms of enjoyment, confidence, and future participation in science, and they were more engaged in science activities such as displaying experiments or doing small group activities. The findings also show that, in addition to students' personalities, gender, and other factors, there is a school factor involved in shaping their attitude toward science. [ABSTRACT FROM AUTHOR]

Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement. The present study expands and updates this limited literature by using recent data from a high-risk Canadian sample (N = 545) and by considering a range of involvement parameters. Results showed that consistent involvement in the past year was associated with lower odds of dropout (OR = 0.32; 95% CI = 0.17–0.61). However, adolescents who interrupted their involvement during this period (e.g., because of cancelations or exclusions) were as much at risk of dropout as those who were not involved at all. Findings notably imply that excluding students from ECA (e.g., because of No Pass/No Play policies) may heighten their dropout risk. [ABSTRACT FROM AUTHOR]

The nature of the relationship between parents, teachers, and the school are continuously important because of teachers' changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents' and teachers' understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers' and parents' experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers' discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents' participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents' dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels. [ABSTRACT FROM AUTHOR]

Children benefit from strong home–school relationships. Yet, parents who are immigrants and refugees are expected to follow frameworks for school involvement that are incongruent with their cultural backgrounds and experiences. Drawing on aspects of world-making (Kondo in World-making: Race, performance, and the work of creativity. Duke University Press, Durham, NC, 2018) and funds of knowledge (Moll et al. Theory Pract 31(2):132–141, 1992), this mixed-method case study explores how one group of international parents at a university laboratory school perceive their roles and responsibilities in the education of their young children. Data collection tools included a school-wide survey and semi-structured interviews distributed during two phases of data collection. Research findings indicate that this group of parents is highly invested in their children's education. They see their responsibilities as supporting the teacher, reinforcing the curriculum, and helping their children understand that school practices can differ from those that occur in the home. Further, these parents seek deeper connections with faculty and staff and other parents to form stronger relationships. The majority of interviewees indicated that they would like to participate more fully in the life of the school but didn't know how to do so, given their biographical experiences and within the current school structure. [ABSTRACT FROM AUTHOR]

This study examined longitudinally sequential pathways between parental socioeconomic status and immigrant children's school performance and depressive symptoms during adolescence, as well as educational attainment and self-rated health upon transitioning into young adulthood among three immigrant groups. Participants included 1522 immigrant youth (M age = 14 years) and their parents. The youth were assessed at three time points (1992, 1995, and 2002). The parents were assessed at time 2. The mediating effects of intergenerational transmission of educational expectations and parent-child conflict, and the moderating effects of parental school involvement were also examined. The findings showed that lower levels of parental school involvement combined with higher levels of parental educational expectations were associated with increased depressive symptoms in adolescence and diminished self-rated health in young adulthood among Asian youth composed of Chinese, Koreans, and Filipinos. For Latino youth from Mexico and Central America, intergenerational transmission of educational expectations mediated the effects of parental SES on youth's GPA in adolescence and educational attainment in young adulthood only among those who reported high levels of parental school involvement. Findings showed that family mechanisms operated differently across immigrant groups and contributed to variations in immigrant youth's adjustment outcomes in both adolescence and young adulthood. Highlights: Parental school involvement functions differently for youth from different immigrant groups. Parental school involvement moderates the effects of parental educational expectations on immigrant youth's adjustment. Family-level interventions targeting parental school involvement should consider youth's immigration origins. [ABSTRACT FROM AUTHOR]

Background: Early initiation of alcohol or other substance use places adolescents at high risk for subsequent substance use disorders. Research on preventing substance use among Latino youth significantly lags behind the growth of this population.Objectives: To assess the effects of a family-based intervention on past 30-day substance use in a population of Latino early adolescents (ClinicalTrials.gov Identifier: NCT03642106).Methods: A first study followed a sample of 265 Latino adolescents (51% female) over 4 years (7th thru 10th grades) using an interrupted time series design to compare pre- to post-intervention trajectories. The second study compared post-trajectory slopes from the intervention group to a subsample of participants from the National Longitudinal Study of Youth (NLSY) who identified as Latino and were matched on age and gender. Both studies used a zero-inflated Poisson modeling approach.Results: A piecewise random intercept growth model showed non-significant differences between pre- to post-intervention trajectories for both the probability and frequency of alcohol (p =.30,.47) and tobacco use (p =.10,.37), and a significant increase in the probability of illegal drug use (p <.01) but not frequency (p =.65). The NLSY group significantly increased their probability of use across substances (all p <.01), and increased their frequency of use for alcohol (p <.05) and tobacco (p <.01).Conclusion: Longitudinal assessments comparing Latino youth to a non-equivalent control group indicate that strengthening family involvement in youths' schooling and promoting youth personal agency can prevent and/or reduce substance use during a developmental period in which use traditionally increases. [ABSTRACT FROM AUTHOR]

Latino/a children in migrant farmworker (LMFW) families are an underrepresented student subpopulation at high risk of school-dropout. To understand the factors that contribute to school competency in children in LMFW families, this mixed-method study examined academic mastery and explored perspectives from children, mothers, and Migrant Education Program (MEP) providers. Youth in LMFW families aged 8–18 (N = 65, Mage = 12.9, 52% male, 65% U.S. born, 51% moved 1-or-more times) were surveyed. Some youth aged 10–18 (n = 24, Mage = 13.9, 67% boys, 79% born in the U.S., 54% moved 1 or more times) were interviewed. One focus group was held with LMFW mothers (N = 9) and two with MEP (N = 18) providers (teachers and staff). Multivariate regression was used, and thematic analysis revealed three themes: (1) LMFW parents’ school involvement, (2) LMFW student-teacher relationships, and (3) mobility and LMFW students’ schooling. Triangulated results converged concerning mother school involvement and academic mastery. However, teacher attachment and mobility were quantitatively found to be insignificant, which diverged from qualitative findings. Unique qualitative findings related to non-traditional parental school involvement emerged. Findings have implications for efforts aimed at bolstering mastery orientation among youth in LMFW families. [ABSTRACT FROM AUTHOR]

Purpose: This study examines differences in the mechanisms that charter schools and traditional public schools use to facilitate parental school involvement and the degree to which these differences account for the high levels of involvement among charter school parents. Data and Research Methods: We merge data from principals and teachers from the nationally representative Schools and Staffing Survey and National Teacher and Principal Survey with nonprofit tax data from the National Center for Charitable Statistics. We use ordinary least squares regression to explain how charter and traditional public schools involve parents in communal, public-good activities, and individualistic, private-good activities within schools. Findings: Charters are less likely than traditional public schools to use bureaucratic structures, like parent–teacher organizations, and more likely to use nontraditional and less bureaucratic structures, like parent workshops and compacts. The use of such structures mediates a portion of the charter advantage; however, they only partially explain the association between being a charter and parent involvement. Additionally, we find some of the outreach structures that are most common in charter schools, including compacts, are also more strongly associated with parent involvement in charter schools than in traditional public schools. Implications: While charters have more public-good and private-good parent involvement than traditional public schools, our results suggest that the uncritical adoption of outreach strategies from one sector to another is unlikely to result in equal gains in parental involvement. [ABSTRACT FROM AUTHOR]

Objective: To examine the association of parental school involvement with reductions in adolescent substance initiation among Latino immigrant youth. Background: Parental school involvement is an important determinant of children's academic achievement. Likewise, academic achievement is associated with multiple adolescent health risk behaviors. Little research has examined whether parental school involvement is associated with adolescent drug use, and no research has examined this link among Latino immigrant youth. Method: Using a census of Latino students (N = 661; mean age = 13.1 years) in 12 urban middle schools, we used a multilevel model with zero‐inflated outcomes to test whether (a) parental school involvement is inversely associated with alcohol, tobacco, and other drug use; (b) school‐level parental involvement affects individual‐level drug use; and (c) child gender moderates these associations. Results: Parental school involvement was negatively associated with lifetime prevalence of all substances and with increases in the age of first alcohol use. School‐level parental involvement was negatively associated with lifetime prevalence of substance use and age of first use for girls and marginally significant with boys. Conclusion: Parental school involvement is a promising target for prevention efforts to reduce early‐onset substance use. Implications: Parental school involvement may address multiple negative outcomes in youth even for youth whose parents are relatively uninvolved, and may increase program dosage. [ABSTRACT FROM AUTHOR]

Positive interactions and relationships between parents and teachers have the potential to deepen parents' involvement in children's learning. However, not much is known about the scope of the interactions between parents and teachers in rural public primary schools in Africa. Specifically, little is known about the spaces in which parents and teachers relate and inter-act; who participates in these interactions; and the types of relationships which underpin or emerge from such interactions. This article explores the natural (i.e., not interventionist or programme-driven) interactions and relationships between parents and teachers in North Central Nigeria. The findings draw from a two-phased ethnographic study of parental involvement in two rural schools and communities with parents of upper level primary children and the teachers and head teachers of the children. The main methods were partly structured interviews and participant observations while thematic analysis was used to identify themes around which narratives were represented. The findings revealed affective, economic, and official relationships between parents, teachers, and head teachers within and outside schools, though to a limited extent in one of the school-communities where there was significant instability of school leadership. Importantly, these relationships were embedded within the religious, social, and cultural ways of life in both communities. The study underscores the criticality of school heads for parent-teacher relationships, and for realising the promises of parental involvement in schooling. [ABSTRACT FROM AUTHOR]

With the growing acceptance and normalisation of same-sex attraction in the West, scholars from a range of fields have documented a 'post-gay' shift, or a decline in the significance of sexual identity labels among youth. Despite this shift, lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) youth continue to experience discrimination and harassment, particularly in schools. In this context, this article examines the role of student gay-straight alliances (GSA) or 'diversity groups' in Australian schools. Most research on GSAs focuses on student experiences in the North American context. In contrast, this article provides a unique exploration of teachers and staff involvement in school GSAs in Tasmania, Australia. Drawing on qualitative interviews with teachers and staff, this article examines staff perceptions and involvement in GSAs and the impact this may have on GSA function and success. Through thematic analysis, we identify three common situations: active GSAs, inactive GSAs, and singular event-based initiatives. We argue that neoliberal and homonormative understandings of LGBTIQ-inclusion permeate staff approaches to facilitating GSAs and impact on the potential for these groups to undertake the critical political work needed to bring about change in school contexts. [ABSTRACT FROM AUTHOR]

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent–teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time. [ABSTRACT FROM AUTHOR]