Poster #40 - Staying Involved in Middle School: Perceptions of Adolescents’ Engagement, Adult Support, and Parent-Teacher Partnerships

• In Event: Poster Session 13

Abstract

As they progress through middle school, adolescents’ academic engagement (i.e., active, enthusiastic participation in learning activities) often declines, especially in lower SES school districts and more recently in the face of COVID-19 (Dorn et al., 2020; Jensen, 2013; Lessard & Schacter, 2020). Fortunately, parent and teacher warm, supportive involvement is crucial in bolstering students’ engagement even in the face of these declines (e.g., Pan et al. 2017). More specifically, adult involvement characterized by affection, responsiveness, and investing time/resources has been found to positively support adolescents’ engagement in school. This study aimed to expand our current understanding of the strengths and challenges adults face in working together to support youths’ academic engagement. Specifically, this study sought to answer: What challenges and strengths in (1) motivating their children/students, (2) offering warm, supportive involvement to youth, and (3) working together in parent-teacher partnerships do parents and teachers note?
Four parents and four teachers (Table 1) from a lower SES, ethnically diverse middle school in southeast United States were surveyed across the 2021-2022 school year. Thematic, qualitative analyses (Braun & Clarke, 2006; Nowell et al., 2017) conducted by four coders were used to examine a series of open-ended responses (Table 2).
Parents reported that their children were “self-motivated” and that they engaged in “open communication” about school to help motivate them, without noting any specific challenges. Teachers, however, noted that they use “hands-on, interactive activities” and “warm support” to engage their students. Themes for challenges centered around “distractions outside of school” or caused by “social media/technology,” resulting in disengagement. Teachers reported that additional “resources, supplies, and training” could help to offset these difficulties.
In terms of how they are involved with their children, parents noted spending “quality time” as a family, but that difficulties arise with “communication,” like getting their children to talk or understand that they once faced similar issues. Teachers focused on displaying “warm, supportive interactions” with students to demonstrate their involvement and discovering “student interests.” However, challenges to staying involved with students again included “events/problems outside of school” (i.e., home life, social media) as well as disruptions caused by “COVID-19” and students’ “mental health issues,” which require extra attention.
Finally, thinking about parent-teacher partnerships, parents and teachers highlighted the importance of “reciprocal open communication.” Teachers noted the need for “trust” and a common goal of being “invested in students,” and also focused on the challenges created by seemingly “unavailable/unresponsive parents.” Noted supports included the need for continued, “reciprocal communication” with parents and “building trust.” Despite the shared value of parent-teacher relationships and open communication, teachers reported challenges getting in contact with parents.
Focusing on the voices and experiences of parents and teachers allows us insight into how these social partners work individually and collectively to bolster their children’s and students’ academic engagement throughout middle school. The current study will highlight how this information can help developmental and educational science to pinpoint areas of improvement and intervention in better supporting adults as they strive to promote the academic development of youth.

Authors

• Nicolette Paige Rickert, Georgia Southern University
  Presenting Author

• Emily K. Wallace, Georgia Southern University

• Kalie B Chambless, Georgia Southern University

• Beatrice M Bean, Georgia Southern University

• Zoie L. Hughes, Georgia Southern University