Parents' Executive Functioning and Involvement in Their Child's Education: An Integrated Literature Review

Damali M. Wilson, Deborah Ann Gross

Research output: Contribution to journalArticle

Abstract

BACKGROUND: Parents' involvement in their children's education is integral to academic success. Several education-based organizations have identified recommendations for how parents can best support their children's learning. However, executive functioning (EF), a high-ordered cognitive skill set, contributes to the extent to which parents can follow through with these recommendations. METHOD: This integrative review of the literature describes how executive function can affect parents' ability to facilitate and actively participate in their child's education and provides strategies for all school staff to strengthen parent-school partnerships when parents have limitations in EF. RESULTS: EF skills are fluid and influenced by several factors, including parental age, sleep, stress, and mood/affect. Despite possible limitations in parental EF, there are strategies school personnel can employ to strengthen partnership with parents to support their children's academic success. CONCLUSIONS: As reforms in education call for increased customization and collaboration with families, parental EF is an important consideration for school personnel. Awareness and understanding of how parents' EF affects children's learning will help schools better support parents in supporting their children's academic success.

Original languageEnglish (US)
Pages (from-to)322-329
Number of pages8
JournalJournal of School Health
Volume88
Issue number4
DOIs
StatePublished - Apr 1 2018

Keywords

  • parent-school partnerships
  • parental executive functioning
  • school achievement

ASJC Scopus subject areas

  • Education
  • Philosophy
  • Public Health, Environmental and Occupational Health

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