Family engagement is connected to stronger social-emotional development, higher attendance, and better academic outcomes¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Research indicates family engagement is connected to stronger social-emotional development, higher school attendance, and better academic outcomes. → Wallace 2024

Evidence¶

Wallace 2024¶

Wallace, M., & Paredes, M. (2024). The essential playbook for family engagement in middle school. WestEd. https://eric.ed.gov/?id=ED663740

q2 · i? · design · r2

The playbook asserts, citing background research, that family engagement is "connected to stronger social–emotional development, higher school attendance, and better academic outcomes." No specific studies, effect sizes, or statistics are reported in the playbook itself.

"Research indicates that family engagement is connected to stronger social–emotional development, higher school attendance, and better academic outcomes."

Discussion¶

Learner Variables¶

• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Schools with strong social-emotional value-added help ninth-grade students stay on track and miss school less often — related
• A replication trial with 267 preschoolers found greater gains in social skills and stronger teacher-child and parent-teacher relationships than controls — related
• Multiple dimensions of school climate were associated with lower school absences, with stronger relationships after the pandemic than before — related
• Attending a high school with higher social-emotional value-added increases students' likelihood of graduating and enrolling in a four-year college — related
• Schools adopting a whole child approach are reported to see improved attendance, engagement, health, and academic performance — related
• Meaningful family and community engagement is associated with reduced absenteeism, improved academic outcomes, and more positive school climates — a narrower finding that bears on this claim
• Profiled New Mexico community schools showed improvement across attendance, graduation, achievement, climate, health access, and family engagement indicators — related
• Redwood City family engagement participation linked to larger math gains, better attendance, and stronger sense of care — a narrower finding that bears on this claim
• The parental involvement–achievement relationship is stronger for global achievement indicators (e.g., GPA) than for subject-specific indicators (e.g., math grade) — related
• Family support and home learning activities are negatively correlated with number of children in the family, and social–emotional competence correlates positively with home environment dimensions — related
• Health factors and academic outcomes are linked: meeting nutritional and fitness needs, school-based health centers, and positive school climate are associated with achievement, attendance, and behavior — related
• Family engagement in schools is closely linked to improved student academic achievement, social skills, and fewer behavior issues — related
• Parent involvement increased for three consecutive years under family-centered engagement approaches — a narrower finding that bears on this claim
• Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence) — related
• DLGs bring the community in and take new learnings out, with family involvement increasing children's motivation — a narrower finding that bears on this claim