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Wednesday, November 06, 2013

The Role Parents Play in Their Children's Academic Success

The Role Parents Play in Their Children's Academic Success

Parents are one of the most influential factors in their children’s academic success. Their involvement, support, and guidance help shape the foundation for a child’s learning and educational experience. While teachers and schools play an essential role, research has consistently shown that parental involvement is a key determinant of academic achievement. Whether directly or indirectly, parents can impact their child's motivation, mindset, and academic performance in profound ways.

Here’s a breakdown of the many roles parents play in supporting their children’s academic success:


1. Establishing a Positive Learning Environment

A stable, supportive, and nurturing home environment is one of the most important factors in academic success. Parents who create an atmosphere that values education can inspire their children to prioritize their studies. Some key ways parents do this include:

  • Providing a quiet, distraction-free space for study and homework.

  • Setting routines and schedules that balance study time with leisure and rest, helping children manage their time effectively.

  • Encouraging curiosity by discussing a variety of topics, reading books, and exploring educational activities at home.

When parents make learning an integral part of daily life, children are more likely to develop good study habits, focus on their schoolwork, and understand the value of education.


2. Encouraging High Expectations and Motivation

One of the key roles of parents is to set high, yet achievable expectations for their children. Encouraging a mindset of growth and self-belief is crucial. Children thrive when they are told that they can achieve success through effort, persistence, and learning from mistakes. Positive reinforcement and constructive feedback from parents can boost a child’s self-esteem and motivate them to keep pushing toward their goals.

  • Setting academic goals: Parents who talk with their children about their goals for school (e.g., getting a certain grade or mastering a specific skill) help children understand the importance of setting personal targets.

  • Celebrating achievements: Acknowledging progress—whether big or small—reinforces positive behaviors and fosters a sense of pride in their work.

  • Encouraging perseverance: Teaching children to view challenges as opportunities for growth, rather than obstacles, helps them develop resilience and persistence.

Research shows that when parents have high expectations and consistently support their children’s academic goals, it boosts their self-confidence and academic outcomes.


3. Providing Emotional and Psychological Support

Children’s emotional well-being directly influences their academic performance. Parents who provide emotional support help children feel secure and confident in their abilities, which in turn can positively impact their academic achievement. Some ways parents provide emotional support include:

  • Being present and engaged: Active involvement in a child’s school life—attending parent-teacher conferences, staying informed about assignments, and showing interest in their progress—demonstrates care and concern.

  • Listening and validating feelings: Parents who create an open, non-judgmental space for their children to talk about school-related stress, social challenges, or frustrations can help children navigate difficult emotions.

  • Providing encouragement during setbacks: When children face academic difficulties or failure, parents who offer encouragement and practical solutions (rather than criticism) help build a child’s resilience.

A child who feels supported emotionally by their parents is more likely to remain motivated, even when faced with academic challenges.


4. Being a Role Model for Learning

Children learn by example, and parents who prioritize their own learning and demonstrate positive attitudes toward education set a powerful example. Parents who show an enthusiasm for reading, problem-solving, and learning new skills teach their children to approach learning as a lifelong pursuit.

  • Reading at home: Parents who read with their children or model reading themselves help foster a love of reading and literacy.

  • Lifelong learning: Parents who engage in continued education—whether through formal schooling, professional development, or personal interests—send the message that learning doesn’t stop after school.

  • Problem-solving: When parents demonstrate how to solve problems or work through challenges (e.g., math problems, decision-making), children learn how to tackle their own challenges with critical thinking and determination.

When children see their parents prioritizing learning, they internalize the idea that education is a valuable and lifelong pursuit.


5. Monitoring and Supporting Academic Progress

Parents should regularly monitor their children’s academic progress and engage with them to ensure they are staying on track. This doesn’t mean hovering over their homework but rather showing interest in their overall school experience and providing the necessary support when needed.

  • Setting time for check-ins: Regularly checking in with children about their assignments, upcoming tests, or projects helps parents stay involved in their academic life. Asking questions about schoolwork or upcoming deadlines fosters accountability.

  • Reviewing grades and progress: Tracking grades and communicating with teachers if there are any concerns ensures that problems are addressed before they become bigger issues.

  • Helping with schoolwork: Providing guidance on challenging assignments or offering help with organizing study sessions can make a big difference in a child’s success.

Parental involvement in school activities and homework can lead to improved academic outcomes, especially when parents are proactive in providing encouragement and support.


6. Supporting Social Development and Peer Relationships

A child’s social and emotional development can also affect their academic success. Parents play a role in helping their children build positive relationships with peers, teachers, and other adults in the school community. Some strategies include:

  • Encouraging teamwork and collaboration: When children are encouraged to work in groups or share ideas, they develop essential teamwork skills that are vital both in school and later in life.

  • Teaching social skills: Parents can help children understand how to communicate effectively, manage conflicts, and be kind and empathetic toward others.

  • Facilitating extracurricular activities: By supporting participation in sports, clubs, and other extracurricular activities, parents help their children build self-esteem and learn important life skills that complement their academic pursuits.

Healthy social development promotes positive school experiences and enhances a child’s overall academic success.


7. Advocating for Their Child’s Needs

When parents actively engage in their children’s educational journey, they are often the first to identify challenges or needs that might require additional support. This could include:

  • Requesting accommodations: Parents may need to advocate for children who have special educational needs, such as learning disabilities, by working with teachers to create an individualized learning plan (IEP) or other necessary supports.

  • Addressing bullying or social issues: Parents who are proactive about addressing bullying or other negative social situations can ensure that their children’s emotional well-being is maintained, which is essential for learning.

  • Seeking extra help: Parents can also play a role in helping children who are struggling academically by seeking out tutors, online resources, or after-school programs that provide extra support.

Parents who advocate for their children’s needs create an environment in which children feel supported and can reach their full academic potential.


Conclusion: The Power of Parental Involvement

Parents are not just passive observers in their children’s educational journey; they are active participants who help lay the foundation for academic success. Their involvement—whether in emotional support, creating a positive learning environment, or advocating for their child’s needs—has a lasting impact on how well their children perform academically and develop into well-rounded individuals.

By providing encouragement, structure, and support, parents help build the skills, mindset, and resilience that children need to succeed in school and beyond. In short, when parents are invested in their children’s education, children are more likely to thrive, not only academically but also socially and emotionally. The partnership between parents and children can make all the difference in a child’s success story.

WND EXCLUSIVE

FEDS ABANDON 'EQUAL RIGHTS' CLAIM TO RAISE YOUR KIDS


'Much work to be done before decades of federal overreach is reversed'


Federal officials have reversed their claim that they have “equal rights” to children to raise them, a claim that stirred outrage in many quarters of America when it was first made a few months back.
The claim originally was included in a draft policy by the U.S. Department of Health and Human Services and the Department of Education and generously allowed that parents, too, should be allowed to help raise their own children along with the government, through various programs.
The document, the “Draft Policy Statement on Family Engagement From the Early Years to the Early Grades,” stated at the time: “It is the position of the departments that all early childhood programs and schools recognize families as equal partners in improving children’s development, learning and wellness across all settings, and over the course of their children’s developmental and educational experiences.”
That one sentence, wrote William A. Estrada, the director of federal relations policy for the Home School Legal Defense Association, “unmasks the federal government’s true philosophy behind decades of federal involvement in welfare, kindergarten through 12th grade education spending and policies, programs like Head Start, and now the push to create universal early education for young children from birth through age 5: the federal government believes that its role is equal with the role of parents.

The newest release of the statement, however, now provides that, “Families are children’s first and most important teachers, advocates, and nurturers. Strong family engagement in early childhood systems and programs is central – not supplemental – to promoting children’s healthy intellectual, physical, and social-emotional development; preparing children for school; and supporting academic achievement in elementary school and beyond. Research indicates that families’ involvement in children’s learning and development impacts lifelong health, developmental, and academic outcomes.”
The HSLDA had blasted the earlier statement, in fact, dispatching Estrada to meet with senior officials from the U.S. Department of Education and “personally” explaining the significant issues with the draft statement, including opposition from parents to the “bureaucratic arrogance.”
The change is a very mich improved version, the HSLDA pointed out, making clear that “families have strong and sustained effects on children’s learning, development, and wellness.”
“Despite this victory,” the group explained. “there are other problems with the document that remain. The document’s working definition of ‘family’ still includes not only a child’s parents or legal guardians, but ‘all adults who interact with early childhood systems in support of their child, to include biological, adoptive, and foster parents; grandparents; legal and infromal guardians; and adult siblings.’”
HSLDA exlained, “In situations where conflict may exist between a child’s parents and other family members regarding educational choices, this still quite broad definition of family is not hepful for clarity regarding parental rights in education.”

The organization explained, “There is much work to be done before decades of federal overreach in K-12 education is reversed.”

The document does still include a suggestion that families and institutions “partner” to give children better results in school.
WND reported the original plan by the government was to “systematically” engage families about their own children.
“At HSLDA, we believe that these statements reveal these agencies’ true beliefs: that a child’s God-given family does not matter. Family is whomever or whatever the government says it is,” Estrada wrote at the time.
He cited other government agendas, such as pushing the political correctness in Common Core, “dangerous U.N. treaties,” as well as suggestions for universal preschool.
Federal officials have reversed their claim that they have “equal rights” to children to raise them, a claim that stirred outrage in many quarters of America when it was first made a few months back. The claim originally was included in a draft policy by the U.S. Department of Health and Human Services and the […]

Wednesday, October 30, 2013

Non Custodial Parents Rights - A Civil Rights Issue

Fighting For Parents' Rights

Help the Fight - America we need to stop the One-Parent Fight arising in this Country.
Our Children are being destroyed because of Parents Rights being Neglected and Parent Alienation.

Do your Part Unite and Write!!!!

Sunday, October 27, 2013

Do Domestic Violence Centers Encourage Women To Perjure Themselves?

Over 1,700 research studies conclude that men and women engage in partner
aggression at similar rates. Yet some groups ignore the problem of mutual abuse, minimize female-initiated aggression, and claim that DV is an expression of patriarchal power.

SAVE Logo“Groups that distort the truth are keeping us from ending the cycle of violence.” — S. Hutter, 

SAVE

Intimate Partner Violence



 


We, the undersigned, are writing in hopes of bringing to your attention a dire misjustice that is occuring in our state as well as many others across the US. Laws inacted to protect the victims of the vile crime of domestic violence are being misused by both citizens as well as law enforcement, and in this process innocent men's lives are being destroyed. In most states, the burden of proof is being thrown out and the simple word of the acuser is being taken without question, many times without the accused even being allowed to speak. 

True victims of domestic violence, some of whose names you will find below, find this to be deplorable. Not only can a woman falsely accuse a man of domestic violence without fear of consequence, but the accused man has no voice against her. The accuser can be a mentally disturbed individual using such laws to exact her revenge against a man who simply does not want to be in a relationship anymore, and her word is automatically taken, even when no evidence is in place. The man in such cases is automatically arrested, injunctions are automatically set in place, and even if he is able to prove his innocence in court he has lost months of his life due to the fact that she cried wolf. Worse yet are the cases of these innocent men who are poor and have no means to hire private attorneys. Their public defenders assume they are guilty and therefore do only the bare necessities to be their legal voice.We are not in any way asking for a revocation of the laws that protect true victims of domestic violence. 

Our wish is that these laws be revisited and indications made to to allow for criminal and civil prosecution when someone, whether male or female, has misused these laws in a vindictive and cunning way. We also would ask that law enforcement officers, public attorneys, and judges be forced to recognize the precept that the accused is innocent until proven guilty. Unfortunately, in the cases of domestic violence accusations, the opposite is true. 

An example of this is that of a 20 year old Florida resident who made the bond that was set for him, only to be picked up the very next day without provocation. The accuser in this case simply told the court she was afraid. He had done nothing in terms of trying to contact her or see her, and was not without several witnesses the few short hours he was free. Something must be done to prevent those who would lie about being a victim of domestic violence from continuing to do so. If it is not, our prisons will be overrun with innocent men and our streets will be controlled by the women who sent them there.

In the Paternity Case for my (our) daughter that I filed almost 5 years ago exists "false allegations" of domestic violence against me. My daughter's mother was making her second attempt (with a lawyer) to make false allegations of domestic violence and obtain an injunction to derail the Paternity Suit I filed December 4th, 2008.

On her 1st attempt she admitted to Judge Cohn on October 27th, 2008 that there had never been any domestic violence incidents since we met in 1990. She added, answering the Judge's question, that she felt no danger for our daughter. We were both self-represented. So on the 2nd go-around I represented myself in DV Court again and she had a lawyer.

A 1 year TEMPORARY restraining order was ordered against even though I had proof that a false police report was filed with Miami-Dade Police Department and it was allowed to included as evidence against my objection.

But, it gets worse, at the end of the hearing I placed an envelope with a "legal document" that I'd just filed in the Paternity Case on the opposing party's table. For this Judge Brennan returned to the bench called us back to our places and without even checking the contents of the envelope she ordered me (and I completed) a 26-week Batterers Intervention Course.

Each week for 26-weeks an average of 20 men (in each session including me) discussed a variety of topics regarding DV. I heard some men admit to committing domestic violence...it was shocking, awful and repulsive! However, I learned a great deal and was able to tell my story. By the way I was one of less than a handful of those men that did NOT have to wear an "ankle bracelet".

The Family Court has been advised over and over that perjury has been committed (in the case) and that Florida State laws have been broken. I advised the Presiding Family Court Judge, Director Loftus of the Miami-Dade Police Department, and Katherine Fernandez Rundel at the State Attorney's Office; following the instructions of the very same Family Court Judge. 

Is The Playing Field  Level For Men In The Family Court System?

Why Do Moms Have All The Power In Family Court?


"Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. 

The slogan "press on" has solved and always will solve the problems of the human race." ~ Calvin Coolidge - 30th President of United States of America (1872 - 1933)



*Dave*
Posted by UP 4 Children on Friday, April 1, 2016

Cohabitation will be a factor in deciding on alimony payments if a Minnesota bill under consideration now gets passed.
Posted by Divorce Corp. on Thursday, March 31, 2016

Happy April Fools Day! We hope that you've considered being a Guardian ad Litem. Help a child smile. #GuardianAdLitem #BeAVoice #ChildAdvocate #Gal11 #NoFoolsOverHere #Smile #HappyFriday
Posted by 11th Judicial Circuit Guardian ad Litem Program on Friday, April 1, 2016

Stand Up For Zoraya Denial of reasonable access to your own kids is child abuse Stop Emotional Child Abuse Stop Parental...
Posted by Children's Rights on Friday, April 1, 2016

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