Parental Involvement and Academic Success among Students with Special Educational Needs

Abstract

Parental involvement is widely recognized as a critical factor influencing the academic success of students, particularly those with special educational needs (SEN). This qualitative study explored the experiences, perceptions, and practices of 10 parents and 5 teachers in inclusive school settings to understand how parental engagement supports learning outcomes. Data was collected through semi-structured interviews and analyzed using thematic analysis, resulting in four major themes: home-based engagement, school-based collaboration, barriers and contextual factors, and advocacy and informed engagement. Findings indicate that effective parental involvement is multidimensional and context-dependent, combining structured support at home, active participation in school-based planning, and informed advocacy to align home and school practices. Socio-economic constraints, time pressures, and limited knowledge of special education processes were identified as challenges that may influence the quality of engagement. The study underscores the importance of structured programs, accessible resources, and collaborative policies to strengthen family–school partnerships and enhance academic and socio-emotional outcomes for students with SEN.