Mahmood, AyeshaOo, Tin Tin2025-05-142025-05-1420252025-01ID 22357009http://hdl.handle.net/10361/25900Cataloged from PDF version of thesis.Includes bibliographical references (pages 82-90).This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2025.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.118 pagesenBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Rohingya refugeeAcademic growthLearning centersAcademic achievementParental involvementRefugee children--Education--Parent participation--Bangladesh.Rohingya (Burmese people)--School children--Family relationships--Bangladesh.Thesis