Authors : Georgie E. Brogada; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/4bn7fntm

Scribd : https://tinyurl.com/2kbk9bnm

DOI : https://doi.org/10.38124/ijisrt/26May494

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the types of parental engagement that shape social skills and enhanced the academic success of Key Stage students. Anchored in Bronfenbrenner’s Ecological Systems Theory, Social Learning Theory, and Epstein’s School-Family Partnership Model, the research analyzed students’ perceptions of parental engagement in school-based activities, home-based academic support, communication with teachers, and extracurricular participation. Findings revealed that visible and consistent parental engagement positively influenced students’ confidence, cooperation, motivation, self-regulation, and academic engagement. Parental modeling, collaborative parent-teacher communication, and structured home support were identified as key mechanisms fostering both social competence and academic responsibility. However, challenges such as limited parental time, communication barriers, socioeconomic constraints, and varying parental capacity constrained effective involvement. Based on these findings, a structured School and Home Partnership Program was proposed to strengthen collaboration, enhance parental capacity, and address identified barriers. The study underscores the importance of sustained, balanced, and inclusive parental engagement in promoting holistic student development. The study employed a descriptive research design using student respondents to capture lived experiences and perceptions of parental involvement across multiple contexts. Data was analyzed to determine how different forms of engagement contributed to both social development and academic outcomes. Results indicated that students were more positively influenced by direct, observable parental participation than by formal or symbolic involvement. The alignment of expectations between home and school emerged as a crucial factor in promoting discipline, accountability, and emotional security among learners. These findings emphasize that parental involvement functions as a multidimensional support system that extends beyond academic assistance to include social modeling and motivational reinforcement. Furthermore, the study highlights the need for schools to institutionalize inclusive and flexible strategies that accommodate parents’ diverse capacities and circumstances by recognizing barriers to participation and addressing them through structured programs, schools can cultivate stronger partnerships that benefit learners’ overall development. The proposed framework provides practical guidance for educators and policymakersseeking to transform parental involvement into a sustained and strategic component of school improvement efforts, ultimately contributing to improved student wellbeing, social competence, and academic performance.

Keywords : Parental Engagement, Social Development, Academic Success, Key Stage 3 Learners.

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