An Association between Socioeconomic Status and Parental Engagement in Enhancing Academic Achievement in Children with Intellectual Disabilities

Abstract

This study sought to elucidate the association between socioeconomic status (SES) and parental engagement in the academic advancement of children with intellectual disabilities. Drawing from a sample of 20 families, findings revealed a significant positive association between SES and parental engagement, indicating that higher SES families demonstrated increased involvement in their child's education. Crucially, even after controlling for SES, parental engagement remained a robust predictor of academic achievement in children with intellectual disabilities. The implications of these findings underscore the pivotal role of SES in influencing parental engagement and emphasize the need for tailored interventions that cater to families across varying SES backgrounds. This research not only accentuates the benefits of parental engagement for children with intellectual disabilities but also the potential disparities arising from socioeconomic differences.