Parental Support as a Factor of Educational Success

Nowadays, one of the greatest values of modern society is a person’s right to self-determination, and also a possibility to hold responsibilities for his or her own life. Therefore, numerous debates are held about the role of parents in their children’s futures. Some say that parental involvement should be minimized, while others claim that parents play an exclusive and crucial role in the success of their children in all areas of their children’s lives. Despite the fact that teachers, society, and the government play a significant role in students’ academic performance, continuous parental support, at home and at school, motivates children to use more of their educational potential and strive to achieve better results. This, among many others, is the most prominent factor of their success and achievement. This paper argues that the educational success of children largely depends on parental support.

Perhaps the most crucial factor, that determines school performance, is the relationship between parents and their children. Parents can use the home environment for proper upbringing and developing appropriate study skills, discipline and educational values in their children. Creating a stimulating, friendly learning atmosphere at home positively impacts the academic performance of children. Actually, proper living conditions influences children’s academic success considerably more than outside influences such as values implemented by society, or by government policy in the field of education. Parents are, without a doubt, their children’s first teachers who motivate them and inspire them to discipline and academic excellence. Children, who receive adequate parental support, not only achieve educational success, but they also grow up to become responsible and responsive members of society.

Parental supervision over children’s activities such as school attendance, intensive and extensive reading, watching television and playing games, is one of the main factors that account for the rise or fall in students’ grades at school (Schofield, 2010). The positive effect of this level of parental supervision is observed to be enhanced if contact is established between the school and the parents. School teachers cannot always give adequate and timely support to students, and of course they also cannot affect child-learning behavior at home. Parent-school contact may be of benefit to both sides, due to parents having constant access to information about their children’s academic performance, as well as the educational institution giving important feedback about its work to improve the quality of education it provides. Even more, supportive parents may engage directly with school teachers to establish the educational progress of their children (Trubowitz & Robins, 2003). This type of interaction is a positive factor which causes children to perform better throughout their lives, not just at school. Children from such families get higher grades, enroll into more educational programs, pass their exams, and earn credits and promotions in every level of the education system. Additionally, achievements motivate children to attend school regularly, to behave properly, and to display improved social and adaptation skills.

Finally, the educational credentials of parents can also be of benefit in the matter of motivating children to strive for success in education. In this case, parents act as positive role models for their children. By displaying appropriate scholarly characteristics, parents inspire children to work diligently at school, and they also set high standards for their children (Vollebergh, 2009). With an appropriate approach to education, students want to reach, or even surpass, the successes of their supportive parents. They “learn how to learn” from the values instilled by their parents.

Therefore, it is understood that parents who support their children, make a significant contribution to their children’s academic and life successes. This support can be provided in many ways. The most important thing is to create a proper and friendly atmosphere at home that fosters the studying process. Additionally, establishing contact with the educational institution where a child studies helps parents and teachers cooperate to assist students in following through with new achievements. Finally, an additional stimulus for getting children to study, may be found in the parents’ own studying credentials and may make students strive to surpass the achievements of their parents. Generally speaking, the support is a sign of good parenting which, among many other things, implies that parents tend to take the leading role in ensuring that an ideal learning environment prevails for the benefit of their children.


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