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

Grade 3Grade 6Grade 9Percentage of all parentsParent Group A: Norwegian/Mathematics/English/ one or more other subjects10% N = 2615% N = 4214% N = 3813% N = 107Parent Group B: Does your child need special education without receiving it8% N = 188% N = 2210% N = 269% N = 66Parent Group C: Uncertain10%5%6%7% N = 57

Response categories: agree entirely/agree partlyChild receives special education (Group A)Child in need of special education without receiving it (Group B)Parents uncertain (Group C)Other parents (Group D)The academic aspect is most important in school2%2%0%5%The social aspect is most important in school14%12%5%10%Both social and academic aspects are equally important84%86%95%85%The teaching adopts varied and adaptable working methods70%*62%**66%*78%The total academic challenges are well adapted to my child's needs69%***57%***68%**84%The teachers are highly skilled at teaching83%66%***84%86%My child benefits greatly from the teaching80%***55%***78%***93%N =1066657689***p<.001, **p<.01, *p<.05

Response categories: agree entirely/agree partlyChild receives special education (Group A)Child in need of special education without receiving it (Group B)Parents uncertain (Group C)Other parents (Group D)Most teachers are good at making my child interested in the subject73%**59%***83%83%Most teachers are able to maintain discipline in the classroom74%58%*83%72%Most teachers are able to get my child to understand what to do84%*68%***79%**91%Most teachers are not able to explain so that the children understand34%*42%**36%*24%Most teachers are good at their profession83%68%***81%89%The teachers are concerned about my child's academic progress89%83%***91%94%The teachers are concerned about my child's wellbeing89%79%***90%93%The teachers adapt the learning environment to allow the children to develop their self-esteem74%55%***69%*81%It is easy for my child to talk to the teachers81%73%*83%85%My child has poor contact with the teachers12%23%***17%9%The students are taught how to be considerate towards one another88%82%**86%93%The students learn how to express their opinions and respect the opinions of others79%75%*75%85%N =1066657689***p<.001, **p<.01, *p<.05

Response categories: agree entirely/agree partlyChild receives special education (Group A)Child in need of special education without receiving it (Group B)Parents uncertain (Group C)Other parents (Group D)The teacher shows interest in my points of view on my child's learning and development91%75%***70%***91%I often discuss the teaching methods with the teachers49%***36%***29%18%I have the opportunity to influence my child's teaching plan56%*37%29%*43%I can influence the rules for behaviour at school35%25%29%34%I have the opportunity to influence the organization of my child's education (use of group teaching, individual teaching etc.)50%***20%28%21%I have good access to information into the child's teaching plan.52%33%**45%54%N =1066657689***p<.001, **p<.01, *p<.05

Response categories: agree entirely/agree partlyChild receives special education (Group A)Child in need of special education without receiving it (Group B)Parents uncertain (Group C)Other parents (Group D)The teacher and I communicate well concerning my child's education92%78%*81%87%The school expects too much of me with regard to following up my child's homework45%***61%***52%***25%The school expects too much of me with regard to participating in school activities (i.e. driving, entertainment, voluntary communal efforts).22%**28%***27%**12%I am not sure what the school expects of me with regard to cooperation41%***53%***55%***25%I am afraid to express my opinion of the teacher and the school for fear of possible consequences for my child13%26%**33%***13%N =1066657689***p<.001, **p<.01, *p<.05