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Abstract
The roles of parental monitoring and support (parenting styles) as mediators of the relationship between socio-economic status (SES) and perceived inclusion in school were studied in a sample of 7137 Norwegian primary and secondary school pupils aged between 10 and 16 years. To study whether additional social disadvantages moderated the relationships of SES with parenting styles and perceived inclusion at school, a sample of 539 subjects with low SES and additional disadvantages was investigated separately. The results revealed weak to moderate associations between SES and perceived social inclusion in school. Parenting styles mediated the associations between SES and perceived relations with teachers but not the associations between SES and perceived relations with peers at school. The associations between SES and perceived relations with peers at school were stronger in the sample with additional social disadvantages. Otherwise, results for the two samples were similar.