Some Parents May Not Know How To Support Their Children

Some Parents May Not Know How To Support Their Children In School Th

Some parents may not know how to support their children in school. These parents, as children, may have had unsuccessful school experiences where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may lack the knowledge on how to navigate the educational system to benefit their children, the question asks what Hjalmarston suggests regarding this issue. Additionally, it asks whether you agree with Hjalmarston’s characterization of the problem and her categorization of parents.

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The issue of parental support in children's education is a significant concern for educators, policymakers, and families alike. Many parents find themselves unable to effectively assist their children at school, often due to their own negative educational experiences. Hjalmarston’s perspective on this matter offers valuable insights into understanding and addressing these challenges. This essay explores what Hjalmarston suggests concerning parental support, evaluates her characterization of the problem, and discusses whether one agrees with her categorization of parents based on their educational experiences.

Hjalmarston emphasizes that parents' ability to support their children in school is heavily influenced by their own educational backgrounds and experiences. She argues that parents who had unsuccessful or frustrating school experiences often carry emotional baggage, such as feelings of shame or inadequacy, which hinder their confidence and willingness to engage with their children's education. Consequently, these parents may avoid involvement altogether, thereby depriving their children of crucial academic and emotional support. Hjalmarston suggests that understanding these underlying emotional and experiential factors is essential for designing effective interventions and support mechanisms that bridge the gap between parents and schools.

Furthermore, Hjalmarston advocates for a tailored approach to parental engagement. Instead of assuming a one-size-fits-all model, she recommends that educators and policymakers recognize the diverse experiences and needs of parents. She categorizes parents into different groups based on their past educational experiences: those who are confident and involved, those who are reluctant but capable with support, and those who are emotionally disengaged due to negative past experiences. By recognizing these categories, interventions can be designed to specifically address the barriers faced by each group. For example, parents with negative experiences might benefit from empowerment programs that focus on rebuilding confidence, while more involved parents might require information about how to support specific subjects or skills.

I agree with Hjalmarston’s characterization of the problem. Her emphasis on the emotional and experiential backgrounds of parents provides a more nuanced understanding of the barriers to parental involvement in education. This perspective aligns with research indicating that parental engagement is influenced by a complex interplay of emotional, social, and contextual factors (Henderson & Mapp, 2002; Epstein, 2011). Recognizing that some parents carry feelings of shame or inadequacy due to their own school experiences is crucial because these feelings directly impact their motivation and capacity to support their children.

Furthermore, her categorization of parents into different groups is pragmatic and reflects the diversity of parental experiences. It underscores the importance of customizing support and interventions to meet specific needs rather than applying generic strategies. This approach is supported by studies that show targeted engagement strategies are more effective in increasing parental involvement, especially among parents who have previously disengaged from the educational process (Jeynes, 2012; Hornby & Lafaele, 2011).

However, some critics might argue that Hjalmarston's categories could oversimplify the complex dynamics of parental support. Factors such as socioeconomic status, cultural background, language barriers, and time constraints also significantly influence parental involvement. Therefore, while her categorization provides a useful framework, it should be complemented with broader considerations to develop more inclusive and comprehensive support systems.

In conclusion, Hjalmarston’s suggestions to understand the emotional and experiential backgrounds of parents as a foundation for supporting their involvement in education are both insightful and practical. Her categorization of parents based on their past experiences offers a valuable framework for tailoring interventions. I agree with her characterization of the problem that emotional barriers rooted in personal educational experiences significantly hinder parental support. Addressing these barriers through targeted support and empathetic engagement can foster more effective parental involvement, ultimately benefiting children's academic success and emotional well-being.

References

Epstein, J. L. (2011). Families, schools, and communities: Preparing educators and improving schools. Routledge.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools.

Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement at school: An Australian perspective. Australian Educational Researcher, 38(4), 391-405.

Jeynes, W. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742.