7 Reasons Parental Involvement in High School Education is Important

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Parental involvement plays a huge role in a child’s education, especially during the teen years. Unfortunately, many parents become less involved with school-related activities as a child grows older. However, the research is clear – parental involvement is often an essential component to a teen’s success during high school.

While it’s best to be involved in your child’s education as early as possible, it’s never too late to increase your involvement.

Showing a keen interest in your child’s education throughout high school is one of the most powerful ways to help your child succeed academically. Here are seven reasons why it’s important for parents to be involved in a teen’s education:

1. Exceptional School Attendance – Skipping school and missing classes can be tempting prospects for many high school students. Teens with involved parents are more likely to attend school regularly, which is a major contributor to successful completion of classes.

2. Class Credits are More Likely to be Earned – Involved parents are likely to ensure that students are taking appropriate classes and their involvement increases the chances that students will pass those classes. Many failed classes are due to teens falling behind on their work, but involved parents are more likely to recognize a problem early and help teens overcome obstacles to completing their homework on time.

3. Higher Test Scores – When parents show an ongoing interest in education, teens are more likely to score higher on academic tests. Test scores can certainly play a role in how a student perceives his own achievement and it can influence whether or not a teen will pursue further education.

4. Improved Grades – Parental involvement greatly influences a teen’s overall grade point average.

In fact, family participation in education is twice as important in academic success as family economic status, according to a study published in Educational Leadership titled “Improving the Productivity of America’s Schools.” An interest in your child’s education is just one of the many ways you can motivate your teen to get better grades.

5. Enhanced Social Skills – Parental involvement influences a teen’s social skills. When parents have a positive attitude toward school, teens are better able to adjust to the rigors of high school and they tend to have higher self-esteem.

6. Better Behavior – When parents show an interest in education, teens are less likely to have behavior problems. Involvement in your child’s school can reduce suspension rates, decrease the chances that your teen will use drugs and alcohol, and reduce the incidents of violent behavior.

7. Increased Continued Education Rates – Parents who are invested in a teen’s education increase the chances that their teen will go on to attend college or other postsecondary educational opportunities.

Of course, students aren’t the only ones who are likely to benefit from increased parental involvement in education. Parents who are more involved are likely to develop a better understanding of their teen’s education when they’re actively involved in their child’s learning. Parents who show a keen interest in a teen’s education may also develop a better relationship with their children.

Teachers and school departments are likely to benefit from increased parental involvement as well. When teachers are able to collaborate with parents, they can gain valuable feedback about students’ learning needs. Teachers can also benefit from learning more about the types of questions and concerns parents have and they can learn to recognize cultural and class differences among students.

References:

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Nancy E. Hill and Diana F. Tyson, “Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement,” Developmental Psychology 45 (2009): 740-63.

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