DefinePK

Abstract

The research is focused on how much social-emotional learning (SEL) benefits children who have parental involvement and family support in Khyber Pakhtunkhwa (KP), Pakistan. Helping students build strong emotions and social abilities is an important part of education. In KP, areas with social-economic problems, boosting SEL is necessary to help students feel good and succeed academically. Data for the research were gathered from 300 students, their parents and teachers in the region’s urban and rural schools by means of a questionnaire using stratified random sampling. The research revealed that being involved in their children’s learning and having family support play important roles in developing students’ skills in understanding themselves, getting along with people and decision-making. The presence of parents in their child’s life predicted SEL outcomes more consistently than mere family support. This analysis shows that all these factors together explain nearly half of the changes in how SEL competent the students are. Several measures, for example, descriptive statistics, reliability analysis and regression analysis, are applied to investigate the relationship between parental support, family backing and SEL outcomes. This research emphasizes that parent involvement in a child is learning matters most, especially in regions facing shortages of resources. Educational efforts ought to include ways to work with parents and boost support for families to help students develop socially and emotionally. The findings from this research can guide workshops for parents and programs to improve family-school communication, while also backing the use of Ecological Systems Theory in examining child development in less developed areas. Besides, the findings suggest that scholars could focus on long-term results of family involvement and study the impact of cultural aspects on the support systems among families.