Family factors associated with socio-emotional well-being and Academic performance in basic education students

Abstract

Co-responsibility between the family and the school is a fundamental component that enhances the educational processes for students in basic education. This is even more critical for students in instances where social, emotional, and economic factors directly affect their performance in school. The purpose of this article is to examine the relationship between co-responsibility between families and schools and the learning processes of students in basic education, specifically in the case of Ecuadorians. To accomplish the objective, a qualitative and documentary bibliographic methodology was employed, which was grounded in recent academic literature relating to family involvement, parental support, socio-emotional wellness, and student academic success. The results of the study indicated that family involvement, the establishment of a continuous and fluid line of communication with schools, family support for schoolwork and the provision of socio-emotional support for students positively impact student motivation, persistence, academic self-esteem and academic success. In contrast, the lack of co-responsibility between the family and school may result in disinterest in school, low performance, problems with behaviour and weak study habits. It is concluded that co-responsibility between the family and the school is not something that is done occasionally, but contains an established methodology and is a planned and collaboratively implemented practice among teachers, families and educational organisations that promotes the provision of a comprehensive, inclusive and contextualised education.