Parental education and parental competences to prevent early school leaving

Abstract

INTRODUCTION. The programme “Living the adolescence in the family”, adapted for families whose children are at risk of Early School Leaving (ESL), shows its effectiveness in promoting parental competences. In the same way, one of the necessary educational answers for reducing ESL is to work with these families. METHOD. The programme was implemented in 48 High schools in the Canary Islands, with 60 teachers working on the programme and a total of 654 mothers, of which 438 belonged to the intervention group and 216 to control group. The children of these families were also assessed, specifically 538 students, of which 372 were children of the mothers involved in the programme and 166 belonged to the control group. Two questionnaires were used: a questionnaire on the perception of parental competences. Maternal version and the Questionnaire of personal competences of the minor (teacher’s version). These questionnaires were applied simultaneously to both groups, at the beginning and at the end of the programme. RESULTS. The mothers of the intervention group significantly improved their competences in personal development, resilience and those competences related to seeking formal help. In the same way, comparing the results to those of the control group, the mothers involved in the programme have a significantly higher level in all parental competences, with the exception of the competence related to the seeking informal help. Concerning the children of the participating mothers, they improved their competences related to personal development , resilience and cognitive skills. Comparing these with the control group, they had significantly higher levels in all the assessed personal competences. DISCUSSION. Group parental education with experiential methodology is a very effective psychoeducational resource to achieve significant changes in parental competences.