Parental involvement and educational success among vulnerable students in vocational education and training

ABSTRACT

Background

Parental involvement is positively associated with students’ educational success. However, research shows that levels of involvement and participation vary considerably, depending on parents’ social and economic resources. Understanding more about the kinds of involvement that matter to students themselves is important, as it may help to determine how best to support those from less advantageous backgrounds.

Purpose

The aim of this study was to investigate which forms of parental involvement students in upper secondary education (age 16–18) who were defined as vulnerable highlight as important for their achievement at school.

Method

The study was based on the analysis of semi-structured interviews with 25 students in the second year of upper secondary vocational education and training (VET) in Norway. Based on their grades, the students were identified as being at risk of not completing upper secondary education. The majority of the students had an immigrant background and came from families with low socioeconomic resources. The interviews were transcribed and analysed using a reflexive thematic analysis approach.

Findings

The students acknowledged different forms of parental involvement as a major explanation for their success in school. Five themes were identified by the analysis: social psychological support, supervision of schoolwork, practical support, high expectations and aspirations, and obligation and gratitude towards parents. The students’ narratives reveal different kinds of parental involvement practices that are not restricted to parents who hold higher levels of education or who are familiar with the educational system. In addition, their narratives also reflected their need for encouragement and motivation, their need for practical support in everyday school life, and their appreciation of clearly expressed expectations regarding education.

Conclusions

The findings from this study contribute to the field by describing the specific forms of parental involvement that matter in the eyes of students identified as vulnerable. Furthermore, the findings emphasise the importance of identifying the particular needs of each student and supporting all parents as empowered participants in their children’s education.

KEYWORDS:

• Secondary education
• vocational education and training (VET)
• dropout
• vulnerable students
• parental involvement
• educational success

Acknowledgements

The authors would like to thank Beate Jørstad and Gøril Stokke Nordlie, students in the Master’s programme in Vocational Pedagogy at Oslo Metropolitan University, for their help with interviewing the students in the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. In Norway, upper secondary education is a statutory right for all students who have completed lower secondary school. Students are granted the right to a minimum of three years of upper secondary education, and most students between the ages of 16 and 20 are enrolled. Upper secondary education is not compulsory in Norway (Norwegian White Paper 2018: 15).