Is Resilience a Trait or a Result of Parental Involvement? The Results of a Systematic Literature Review

Abstract

Investigating parental involvement has moved to the foreground of research in the past two decades, and research results focusing on family engagement claim its positive impact on children's academic and non-academic achievement. However, less is known about parental involvement in the case of families with children with special needs. In our systematic review, we collected studies focusing on parental involvement which emphasised the role of resilience. Using the EBSCO Discovery Service, a total of 467 abstracts from 85 databases were screened, of which 28 papers published between 1984 and 2021 met the research criteria. Papers vary according to methodology (interview, focus group conversation, survey, case study, intervention programme and good practice) and disability group (general or specific). Resilience is interpreted in two ways: as a personality trait or a consequence. Four types of papers could be detected which dealt with the target group, specifically papers focusing on children, parents, teachers and professionals, and intervention programmes with multiple focuses. In conclusion, resilience is an element of parental involvement, either as a personality trait or a result. It is indispensable for the successful development of children in terms of academic and non-academic achievement as well. Programmes providing a wider collaboration with actors involved in the development of children seem to be more effective. In general practice, whether the goal is to build upon resilience as a personality trait or target its development as a consequence, strong collaboration between the parents, teachers and professionals concerned in the process can significantly contribute to the child's psychological, emotional and academic development.

The Impact Of Parental Involvement And Self-Efficacy In Anchoring The Psychological Resilience Among Chinese Adolescents With Learning Difficulties: Mediating Role Of Achievement Motivation

“…The current study's findings are supported by the studies proposed by Kovács et al (2022) and Surum et al (2022). According to their findings, In particular, a collaborative effort between the parents, educators, and experts involved with the procedure can contribute substantially to the child's psychological, sentimental, and learning outcomes, regardless of whether the primary objective is to construct upon resilience as a character trait or focus its growth as a result.…”

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

“…There are several challenges, but teachers could be more effective in representing the interests of parents and pupils in a more accepting society through acceptance and support. However, we must emphasize that this is a global issue that is not limited to Romania [60][61][62]. For a more inclusive, tranquil, equitable, and prosperous society, education is crucial to achieving the sustainable development goals (SGDs) [63].…”

Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

“…In order for such approaches to be successful, parents of children with disabilities must be active participants in the educational process, which is referred to as Parental Involvement (hereafter abbreviated to "PI") [20,22,23]. PI can lead to positive outcomes for both parents and children: for parents, it promotes resilience, reassurance, well-being, a sense of capability, and satisfaction with the provision of services [24][25][26]. For children with disabilities, PI improves development, enriches learning outcomes, increases academic achievement, and decreases the chances of withdrawal from school [23,[27][28][29].…”