Enhancing Academic Success through Positive Parenting and School Collaboration

Education is essential for the intellectual, emotional, and social growth of children and adolescents, as it equips them with the indispensable tools for complete development (Drevitch, 2021). Within this framework, caregivers play a crucial role in academic success, as their contributions in terms of motivation, self-esteem, and emotional well-being directly impact school performance and attitudes toward learning. Moreover, according to Drevitch (2021), adopting positive parenting practices emerges as an effective strategy to enhance both cognitive and emotional development, allowing caregivers to set realistic expectations regarding their children’s academic performance.

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Positive Parenting: Key to Academic Success

Positive parenting is an approach that prioritizes the emotional well-being of children while fostering a safe and nurturing family environment (Mecking, 2020). This method promotes relationships based on respect and love, facilitating open communication and the establishment of clear yet flexible boundaries (Mecking, 2020). In addition, various studies have demonstrated the decisive influence of parenting styles on academic performance (Robledo, 2019). For instance, a study by Robledo (2019) showed that children aged 3 to 5 who are raised in an affectionate, stimulating, and structured environment achieve better educational outcomes. Similarly, research by Mendoza and colleagues (2019) emphasized that parental practices significantly impact school performance, reinforcing the relevance of positive parenting as an essential strategy for academic success.

Realistic Expectations and Loving Support

Parenting requires that caregivers set realistic and attainable expectations for their children, which provides a clear and comprehensible framework for academic progress (Aranzábal, 2021). Moreover, balancing the challenge of pushing children while providing the necessary support is fundamental, as it involves recognizing and valuing each child’s individual abilities (Aranzábal, 2021). In this regard, the Centro de Estudios Atenea (2023) emphasizes that every child has their own pace and style of learning, making it essential for caregivers to remain attentive to specific signals and needs, adjusting expectations accordingly, and fostering an environment where mistakes are seen as learning opportunities and progress is valued over immediate results.

Furthermore, caregivers’ expectations significantly affect the emotional and cognitive development of their children (Seifert, 2021). When established appropriately, these expectations nurture self-esteem and motivate children to achieve their goals, thereby consolidating an atmosphere of support and trust. However, if expectations are excessive, they can generate feelings of failure and stress, negatively impacting children’s self-perception and promoting a perfectionist mindset that adversely affects their emotional and mental well-being. Finally, it is crucial for caregivers to understand the origins of their own expectations, which often stem from personal experiences and unfulfilled desires. Hence, according to Seifert (2021), it is essential to reflect and develop realistic and objective criteria, considering each child’s capacities, interests, and particular needs, while promoting an environment of unconditional acceptance and love.

Teaching Study Skills and Motivation

Study habits are considered the best predictor of academic success, even surpassing intelligence or memory levels (Universidad de Granada, 2021). Consequently, it is vital for caregivers to instruct their children in study techniques and organization from an early age (Universidad de Granada, 2021). To achieve this, caregivers can establish study routines, manage time efficiently, and create a conducive learning environment at home (Mecking, 2020). Additionally, in line with Ramírez (2023), caregivers can offer practical advice to facilitate concentration and maintain motivation in completing academic tasks.

Moreover, motivation plays an essential role in establishing effective study habits (Hernández et al., 2012). A study conducted at a federal technological institute in Mexico City revealed that a lack of strategies to boost motivation and self-esteem negatively affects student performance (Hernández et al., 2012). Consequently, according to Ramírez (2023), it is indispensable for caregivers to encourage their children to stay focused, set realistic goals, and celebrate every achievement, which supports holistic development and a strong commitment to their studies.

Open and Affectionate Communication

Maintaining open and honest communication with children about their academic experiences and challenges is fundamental to achieving school success (Mecking, 2020). In this sense, caregivers can provide emotional support and create a secure environment where children feel comfortable expressing their concerns and seeking help when needed. According to Mecking (2019), effective and affectionate communication has long-lasting benefits for both children and all family members, making it essential for caregivers to listen actively and offer the necessary support to overcome academic obstacles.

Likewise, the way caregivers communicate with their children influences the development of communicative skills and emotional growth, affecting how they relate to their environment (UNICEF, 2023). Communication is not limited solely to the exchange of words; it also encompasses gestures and actions that accompany those messages. Since children constantly absorb information from their surroundings, interactions with caregivers form an essential frame of reference for establishing healthy relationships. Thus, UNICEF (2023) highlights the importance of caregivers communicating clearly and coherently with their children, thereby strengthening the emotional bond through their words and actions.

Collaboration Between Caregivers and School

Collaboration between caregivers and schools is fundamental to improving children’s academic performance (Mecking, 2020). Both school and family are essential contexts in the development of children and adolescents; hence, it is crucial to establish a collaborative relationship with teachers and actively participate in children’s education. This involves not only staying informed about academic progress but also being alert to any significant changes in behavior, attitude, or performance throughout the school year (Mecking, 2020). In this regard, the U.S. Department of Education (2003) recommends that, in the face of any important changes, immediate contact with the teacher is advised.

It is also advisable for caregivers to share relevant information regarding their children’s talents, skills, interests, and study habits (U.S. Department of Education, 2003). By providing details on strengths and areas for improvement, teachers can gain a more precise understanding of each child’s specific academic needs, which may include sensitive aspects such as self-esteem issues related to weight or speech difficulties. In this way, according to the U.S. Department of Education (2003), by being open to discussing these topics, caregivers allow teachers to adapt their educational approach and provide the appropriate support to overcome any challenges.

References

1. Aranzábal, K. (2021). Las Expectativas Realistas con los Hijos. Katia Aranzábal. Recuperado 8 de junio de 2023, de https://katiaranzabal.com/disciplina-positiva/las-expectativas-realistas-hijos/

2. Centro de Estudios Atenea. (2023). Guía de Padres Para Ayudar a sus Hijos a Lograr el Éxito Académico. Recuperado 8 de junio de 2023, de https://www.centrodeestudiosatenea.es/blog/guia-de-padres-para-ayudar-a-sus-hijos-a-lograr-el-exito-academico-36.html

3. Drevitch, G. (2021). La Crianza Positiva y el Desarrollo Cognitivo en la Infancia. Psychology Today. Recuperado 8 de junio de 2023, de https://www.psychologytoday.com/es/blog/la-crianza-positiva-y-el-desarrollo-cognitivo-en-la-infancia

4. Hernández, C. A., Rodríguez, N., & Vargas, Á. E. (2012). Los Hábitos de Estudio y Motivación Para el Aprendizaje de los Alumnos en Tres Carreras de Ingeniería en un Tecnológico Federal de la Ciudad de México. Scielo. Recuperado 8 de junio de 2023, de https://www.scielo.org.mx/scielo.php?pid=S0185-27602012000300003&script=sci_arttext

5. Mecking, O. (2020). Qué es la Crianza Intensiva y por qué Cada vez Tiene más Éxito en Europa a la Hora de Educar a los Hijos. BBC News Mundo. Recuperado 8 de junio de 2023, de https://www.bbc.com/mundo/vert-cap-52974379

6. Mendoza, K.B, et al. (2019). Efectos de las Prácticas de Crianza Sobre el Rendimiento Académico y su Contribución a la Terapia Psicológica. Redalyc. Recuperado 7 de junio de 2023, de https://www.redalyc.org/journal/559/55962867016/html/

7. Ramirez, S. (2023, 5 marzo). Cómo Fomentar Hábitos de Estudio Efectivos Para Niños. Que Buenas Ideas. Recuperado 8 de junio de 2023, de https://quebuenasideas.com/habitos-de-estudio-en-ninos-y-como-mejorarlos/

8. Robledo, L.J. (2019). Influencia de las Pautas de Crianza en el Desempeño Escolar con Niños de 3 a 5 Años. Corporación Universitaria Minuto de Dios. Recuperado 8 de junio de 2023, de https://repository.uniminuto.edu/bitstream/10656/13047/1/UVDT.EDI_RobledoFlorezLizethJohanna_2019.pdf

9. Seifert, C. (2021, 20 noviembre). ¿Qué Efectos Tienen las Expectativas de los Padres en los Hijos? eHow en Español. Recuperado 8 de junio de 2023, de https://www.ehowenespanol.com/que-efectos-tienen-las-expectativas-de-los-padres-en-los-hijos_12689075/

10. UNICEF. (2023). Cómo Comunicarte de Manera Efectiva con tus Hijos Pequeños. Recuperado 8 de junio de 2023, de https://www.unicef.org/parenting/es/cuidado-infantil/como-comunicarte-manera-efectiva-hijos-pequenos

11. Universidad de Granada. (2021). Hábitos de Estudio. Recuperado 8 de junio de 2023, de https://ve.ugr.es/sites/vic/ve/public/ficheros/extendidas/2018-12/Hábitos%20de%20Estudio.pdf

12. U.S. Department of Education. (2003). Cómo Colaborar con los Maestros y las Escuelas. Recuperado 8 de junio de 2023, de https://www2.ed.gov/espanol/parents/academic/escuela/part8.html