Parents of students who struggle in school: are they satisfied with their children's education and their own involvement?

This study addresses parent involvement in school as experienced by parents of children who struggle in school. Data is based on a survey of 818 parents of children in 3^rd, 6^th and 9^th grade in 26 Norwegian schools. Results demonstrate that parents of children who receive special education experience closer, more positive relationships with teachers than do other parents, and feel they have a real influence on their children's education. Less than one third of all parents feel they can influence the teaching. Parents who report that their children need special education without receiving it stand out from other parents with significantly more negative experiences of parent-school cooperation, indicating that these parents are overruled in their concern for their children's development and academic performances. Up to 26% of parents of children who struggle are afraid of expressing their opinions for fear of sanctions against their children, and are significantly more uncertain than other parents about what the school expects of them.