Exploring the role of parental involvement in learner’s academic experiences in semi-urban english medium schools

Abstract

This study investigates how parental involvement shapes students’ academic experiences in semi-urban English-medium schools in Bangladesh, focusing on two case schools in Narayanganj. The purpose was to examine the extent, nature, and barriers of parental involvement and to identify strategies schools might adopt to strengthen parent–school partnerships. Coleman’s Social Capital Theory provided the conceptual framework, highlighting how networks, trust, and shared norms influence collaboration between home and school. A qualitative case study design was employed, using semi-structured interviews with parents, teachers, and school administrators, alongside focus group discussions with students. This multi-perspective approach enabled a deeper understanding of how parental involvement is perceived, practiced, and constrained in the semi-urban context.Findings reveal that although parents demonstrate strong emotional commitment and a genuine desire to support their children, their involvement is often limited by time constraints, parents’ educational backgrounds, and restrictive school procedures. Purposeful engagement is further hindered by deficient communication strategies, a lack of structured extracurricular activities, and the underutilization of platforms such as Parent-Teacher Associations (PTAs) and School Management Committees (SMCs). Teachers and administrators similarly reported difficulties in engaging parents consistently, citing socio-economic conditions and cultural expectations as key factors. The study concludes that schools can strengthen parent–school partnerships by adopting inclusive communication practices, building parents’ capacity, and implementing culturally responsive strategies. Such measures can foster collaborative educational environments that support not only students’ academic outcomes but also their overall growth and well-being.