Beyond Blame: Reframing Parental Involvement as a Systemic Equity Issue

Abstract

Parental involvement (PI) is a critical predictor of children’s academic success, yet PI and family engagement remain low in Bangladesh’s government primary schools, particularly among economically disadvantaged families. This study reframes low PI as a systemic equity issue rather than a parental deficit, highlighting how socioeconomic hardship, gendered labor expectations, limited literacy, and cultural norms intersect to constrain meaningful engagement by asking the questions: How do primary school teachers in Bangladesh experience school-based constraints? and How do these constraints inform their abilities to forge and experience reciprocal relationships with all families? Drawing on semi-structured interviews with 10 rural and urban primary school teachers, findings reveal that parents’ financial stability, awareness, and education shape children’s learning behaviors and academic outcomes. Teachers’ efforts, including mother assemblies and home visits, are often limited by structural barriers and lack of institutional support. The study underscores the need for culturally responsive, systemic strategies that empower all parents, recognize diverse forms of engagement, and redistribute power in home–school partnerships. Addressing these structural inequities can enhance parental involvement, foster equity, and improve educational outcomes in Bangladesh.