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Cited by 62Parental Involvement in EducationFamily Dynamics and RelationshipsSchool Choice and Performance

The role of parents in young people’s education—a critical review of the causal evidence

Open access
Huat See, Beng, Gorard, Stephen·2015·Oxford Review of Education
DOI 10.1080/03054985.2015.1031648
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Abstract

There is currently a considerable body of research suggesting that parental involvement is linked to young people’s attainment at school. It is also generally agreed that a number of factors such as parental background, attention, warmth and parenting style are associated with children’s later life outcomes. However, although widely assumed on the basis of these associations, the nature of this causal link has not yet been established. This paper summarises what would be needed to demonstrate that enhanced parental involvement produced better attainment and other outcomes, based on establishing an association, the correct sequence of events, sensitivity to intervention and an explanatory mechanism. It then reports on the findings of a systematic review of available and relevant studies, based on this approach. The search for evidence on the impact of attitudes, expectations and behaviour on attainment yielded 1,008 distinct reports. Of these, 77 were directly about the impact of parental involvement. These confirm that parental involvement and attainment are linked, and in the correct sequence for a causal model. There are several plausible mechanisms to explain why parental involvement might have an impact. And most crucially and unlike all other areas linking attitudes and behaviour to attainment, there is promising evidence that intervening to improve parental involvement could be effective.

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  • Parental involvement in their child's education has a strong impact on children's school outcomes across all ages.

    “parental involvement in their child's education has a strong impact on children's school outcomes across all ages (Huat See & Gorard, 2015;Schaefer, 1991).”

    From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Huat See & Gorard, 2015

    The retrieved passages contain bibliographic details and keywords, but no substantive findings from the paper (no section or page is available). Searches for parental involvement’s impact on school outcomes and for age-specific findings found no passage establishing a strong impact across all ages. (LLM, conf=0.74)

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Related

Authors
Huat See, B., & Gorard, S.
Affiliations
  • Durham University, UK
  • Durham University (GB)
ORCID
Gorard, Stephen
Venue
Oxford Review of Education
Publisher
Informa UK Limited
Published
2015-04-22
Volume
41
Issue
3
Pages
346-366
ISSN
  • 0305-4985 (ISSN-L)
  • 1465-3915
DOI
10.1080/03054985.2015.1031648
OpenAlex
W2037771004
Cited by
62
References
82
Citations by year
2026: 2 · 2025: 1 · 2024: 5 · 2023: 4 · 2022: 5 · 2021: 4 · 2020: 10 · 2019: 8 · 2018: 10 · 2017: 9 · 2016: 3 · 2015: 1
FWCI
38.35
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • Oxford Review of Education (publishedVersion)
  • University of Birmingham Research Portal (University of Birmingham) (publishedVersion, other-oa)
  • Durham Research Online (Durham University) (acceptedVersion)
  • Durham Research Online (Durham University) (submittedVersion, cc-by)
Funders
Joseph Rowntree Foundation
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Demography › Family Dynamics and Relationships
  • Social Sciences › Education › School Choice and Performance
Keywords
parental involvement, school attainment, causal evidence, parenting styles, intervention effectiveness, causal mechanisms, parental background

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