The role of parental engagement in children’s academic growth in the Rohingya community in Bangladesh

Abstract

This study focusing on how parents in Rohingya community in Bangladesh support their children’s education, the influence of demographic factors, and the challenges and opportunities they encounter in the camp context. Using a qualitative approach with purposive sampling of 20 participants, through semi-structured interviews, focus group discussions with male and female parents, and case studies of two learners. Thematic analysis was used for data analysis and credibility was ensured through triangulation of interviews and FGDs, along with member checking was used though a checklist. The study shows that parents actively engage in their children’s by assisting with academic tasks, providing emotional support, and encouraging continuity of learning. However, demographic barriers such as gender roles, cultural norms, low literacy, and limited resources constrain their involvement and impede children’s academic growth. The study recommends cultural sensitivity workshops, teacher training, and consistent progress monitoring to strengthen parental engagement and address these challenges.