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eater feelings of self-confidence, self-worth and competence if the programme embraces and works with them. “Parents involved with schools in parent related activities have more knowledge of child development and an expanded understanding of the home as an environment for learning” (Eldridge, 2001, p. 66). As a result of this parents are better able and more willing to help their children at home.

School

Another beneficiary of parental involvement is the school, as there is improve morale among teachers, higher ratings of teachers by parents and more support from families. Wishon et al (1997) agreed that when parents become involved with the school they develop a better understanding of the goals set for both the school and student and the plans for achieving those goals. This statement justifies the importance of parental involvement. Furthermore, Epstein (1991) declared that children learn when parents are involved in their education. Motivated students are oftentimes more involved in class, are more concerned about homework and more successful academically. In addition, children’s success in school will be dependent on the level of involvement of parents in the process. As a result, I am in agreement that schools need to keep parents involved, so they will better understand the importance of their role in the educational process.

Further studies have shown that schools benefitted when parents are involved in the activities. For example, (Epstein, 1991; Henderson, 1995) acknowledge that increased parental involvement had positive benefits for school as schools that favoured the involvement of parents usually outperformed schools with limited parental involvement On the basis of students’ achievement and the overall quality of the school, those schools that had long-lasting and comprehensive parenting programmes were more effective in positively impacting students achievement than those without such programmes (Rioux and Berla, 1993). The positive benefits of parental involvement in school base activities cannot be overlooked. Hence, the school must continue to provide an environment in which parents are valued as primary influences in their children’s lives and view themselves as essential partners in school life (McLaughlin, 2004)

Barriers to parental involvement

Although there are many benefits to parental involvement there are also some barriers. Some are attributed to parenting styles which have both positive and negative impact in the school and wider society. In assessing the different parenting styles and their impact on school involvement Berk (2006) posits that authoritative parents are warm but firm, attentive and sensitive to their children’s needs, while the authoritarian parents appear cold and rejecting and frequently degrade their children by mocking and putting them down. On the other hand the permissive parents are overindulgent, inattentive and have little control over their children’s lives which is similar to the uninvolved parents who have little involvement in their children’s lives, are emotionally detached and oftentimes depress. As a result of the above parenting styles it is indicative that the permissive and uninvolved parent would not be involved in their children’s school activities.

The former Minister of Education, Andrew Holness, in an article entitled Gov’t to set up support group for parents, states that po