Page 72 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

are also affected by the type of neighbourhood they live in (Cabinet Office, Social
Exclusion Team, 2008).
Mentors, buddies, role models, outreach workers, and community-based
volunteering organisations can play a part in making young people aware of the
opportunities available to them, building up the skills and confidence necessary
to achieve these goals. Aspirations can also be raised through exposure to new
opportunities and through parental involvement (CREA, 2008). Children whose
parents hope and expect them to do well in school are more likely to do so than
those whose parents lack high education expectations (Downey, 2002). A
parenting style balancing expectations, warmth, and responsiveness promotes
school success more consistently than permissive or authoritarian styles.

4.3.4. Parental involvement
The active involvement of parents in the development and educational
progression of their children can have far-reaching positive effects. It is widely
acknowledged to play a vital role in motivating students to remain in education
and strive to achieve qualifications (Learning and Skills Council, 2009). A
German study over the decade 1985-95 used archival data of 641 young people
in age groups 12 and 15 years, to examine the interplay between parenting,
adolescent academic capability beliefs and school grades (Juang et al., 2002 in
Hutchinson and Parker, 2009). It found that parents demonstrating more interest
in their child’s schooling, with higher levels of aspirations for them, had children
with higher levels of self-efficacy and academic belief. A British study found that a
lack of parental interest leads to higher levels of early school leaving (DfES,
2008). Research has also shown that parental involvement in a child’s schooling
is more influential than other family background indicators such as social class
and level of parental education. These views are acknowledged by several EU
policy papers which agree on the vital role that active parental involvement can
play in motivating students to remain in education and pursue higher level
qualifications (European Commission, 2006a; European Commission, 2008e and
2008c).
Parental involvement has been identified as creating a range of benefits for
everyone involved, including the child, the parents, the school and the wider
community (Hall and Tyson, 2009). Research has highlighted the significant role
of family support and parental involvement in promoting achievement at primary
and secondary school levels, as well as preventing early school leaving, offering
benefits to parents themselves, and also aiding social inclusion.
Parents also benefit from greater involvement in their child’s education.
Greater involvement allows parents to understand the education system better

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