Refugee and Immigrant-Background Parents’ Academic Engagement, Resources, and Children’s Adjustment in German Lower-Income Elementary Schools

The role of parental resources, language, community support and school relationships

Expanded overview

This study investigates how parents’ resources and participation in education relate to the school adjustment of children from refugee, recently immigrated and immigrant-background families in Germany. The researchers interviewed 108 parents living in lower-income, multiethnic neighborhoods and examined language ability, social support, knowledge of the German school system, relationships with teachers and children’s socio-emotional and academic adjustment.

The findings reveal that recently arrived and refugee parents often have strong educational aspirations for their children, even when they lack the resources commonly expected by schools. Parents may be highly committed but uncertain about how the local education system works, how to communicate with teachers or what forms of participation are considered appropriate.

German-language proficiency and participation in local support groups were associated with greater parental engagement. This suggests that parents’ involvement is shaped not only by motivation but by practical access to information and relationships. Families who understand the school system and have people to consult are better positioned to communicate effectively.

Interestingly, the study did not find a direct relationship between the measured forms of parental academic engagement and children’s school adjustment. The authors suggest that teachers, classmates, classroom climate and other school-level factors may compensate for limited parental resources. They also note that immigrant parents may support their children in culturally different ways that standard measures do not capture.

The article concludes that schools and communities should avoid interpreting lower visible participation as a lack of interest. More useful responses include translated information, culturally responsive communication, parent orientation and connections to local support networks.

Practical relevance for relocation

• Families benefit from a clear explanation of the local education system soon after arrival.
• Schools should distinguish between limited access and limited parental commitment.
• Community groups can help parents understand expectations and communicate with schools.

Source: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1550107/full