Relevant bibliographies by topics / Family–school engagement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Family–school engagement'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Family–school engagement"

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Fernández-Zabala, Arantza, Eider Goñi, Igor Camino, and Luis María Zulaika. "Family and school context in school engagement." European Journal of Education and Psychology 9, no. 2 (2016): 47–55. http://dx.doi.org/10.1016/j.ejeps.2015.09.001.

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Epstein, Joyce L., and Barbara J. Boone. "State leadership to strengthen family engagement programs." Phi Delta Kappan 103, no. 7 (2022): 8–13. http://dx.doi.org/10.1177/00317217221092227.

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The Ohio Statewide Family Engagement Center (OhSFEC) is implementing a comprehensive, scalable approach to enact state policy for family and school engagement at local levels. Joyce Epstein and Barbara Boone report how OhSFEC’s research-based design, implementation, and evaluation of a leadership ladder has enabled state leaders to support regional, district, and school leaders as they organize and implement family engagement programs linked to schoolwide goals for student learning and development. Initial evaluation of the program shows that the policies and practices are being applied in sch
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Michael, Shannon L., Seraphine Pitt Barnes, and Natalie J. Wilkins. "Scoping Review of Family and Community Engagement Strategies Used in School‐Based Interventions to Promote Healthy Behaviors." Journal of School Health 93, no. 9 (2023): 828–41. http://dx.doi.org/10.1111/josh.13367.

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ABSTRACTBACKGROUNDSchool efforts to promote health among students are more successful when families and community members are involved.METHODSWe conducted a scoping review to summarize and categorize family and community engagement strategies used in US school and out‐of‐school time (OST) interventions to address physical activity (PA) and nutrition in kindergarten through 12th grade students.RESULTSThe National Network of Partnership Schools' Six Keys to Success framework was useful in organizing the types of family and community engagement strategies used in included interventions. Many inte
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Pusztai, Gabriella, Anna Błasiak, and Ewa Dybowska. "Editorial: School and Family – Collaboration, Partnership, Engagement." Horyzonty Wychowania 23, no. 66 (2024): 5–6. http://dx.doi.org/10.35765/hw.2024.2366.01.

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School and family cooperation is not a new topic, it is constantly present in the discourse on education, which in the 21st century is seen as one of the conditions for the success of societies. It is observed and experienced that there is a large gap between theory and practice in the field of cooperation, so there is a need for these issues to be constantly addressed by theoreticians and practitioners, in order to develop new solutions adequate to the specifics of the times in which we have come to function. Family and school are two important environments for development and upbringing. The
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Ball, Annahita, and Candra Skrzypek. "Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program." Children & Schools 41, no. 4 (2019): 229–37. http://dx.doi.org/10.1093/cs/cdz015.

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Abstract This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share
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DeMatthews, David E., D. Brent Edwards, and Rodolfo Rincones. "Social Justice Leadership and Family Engagement." Educational Administration Quarterly 52, no. 5 (2016): 754–92. http://dx.doi.org/10.1177/0013161x16664006.

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Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and w
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Parr, Michelann M., and Marianne Vander Dussen. "Family-School (Dis)Engagement: Understanding What It Is, What It’s Not, and What to Do About It." Language and Literacy 19, no. 1 (2017): 48. http://dx.doi.org/10.20360/g26g6f.

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This paper traces the journey of a community of schools, bound together by a geographical radius that sees some students travelling one hour each direction, as they attempt to interrupt institutional discourses and question the assumptions that underlie family-school engagement practices through collaborative inquiry and community-based research. We offer reconsideration of family (dis)engagement, and a set of principles to guide family-school engagement that recognizes the diversity of the relationship, and the need for both families and schools to meet each other where they are, repositionin
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V. Gianan, Rodney Allan, and Merry Ruth M. Gutierrez. "The Relationship of School Family Engagement Program and Parental Involvement in a Public Junior High School." International Multidisciplinary Research Journal 3, no. 3 (2021): 135–40. http://dx.doi.org/10.54476/iimrj243.

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Motivating parents and families to be involved in their children’s academic lives is a necessary component of literacy instruction. The study focused on family engagement and parental involvement. The researcher selected 300 parents among Grade VII students from Mambugan National High School, District 1 in Antipolo City to assess their awareness about the school’s family engagement program related to school climate, student learning, communication, volunteering, and decision making. It also aimed to determine the extent of their involvement in terms of the aspects enumerated, to test the relat
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Gross, Judith M. S., Jeong Hoon Choi, and Grace L. Francis. "Perceptions of Family Engagement and Support in SWIFT Schools." Inclusion 6, no. 1 (2018): 60–74. http://dx.doi.org/10.1352/2326-6988-6.1.60.

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Abstract Recent research and federal legislation highlight the importance of family engagement and support. However, meaningful and effective family engagement does not always come to fruition in public schools. Developing and maintaining relationships with families can be especially challenging in an inclusive school setting, given the difficulty of blending general and special education requirements, policies, and practices. The purpose of this research was to investigate (a) the relationship between families' perceived support in 32 schools implementing the Schoolwide Integrated Framework f
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Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.

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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key sta
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Dissertations / Theses on the topic "Family–school engagement"

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Roy, Catherine Pearson. "Increasing Family Engagement in an Elementary School." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242587.

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<p> Many students who receive Response to Intervention (RTI) Tier II support at an elementary school on the east coast of the United States seldom reach grade level expectations based on end of year assessments. Parents of students who receive RTI Tier II instruction often do not take advantage of the opportunities for involvement at the elementary school. The purpose of this qualitative research was to investigate the perceptions of 34 parents who receive RTI Tier II instructional services about what inspires them to become involved in their child&rsquo;s education at home and at school. This
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Roy, Catherine Pearson. "Increasing Family Engagement in an Elementary School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3067.

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Many students who receive Response to Intervention (RTI) Tier II support at an elementary school on the east coast of the United States seldom reach grade level expectations based on end of year assessments. Parents of students who receive RTI Tier II instruction often do not take advantage of the opportunities for involvement at the elementary school. The purpose of this qualitative research was to investigate the perceptions of 34 parents who receive RTI Tier II instructional services about what inspires them to become involved in their child's education at home and at school. This study inv
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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.

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Thesis advisor: Lauri Johnson<br>This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community m
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Komba, Aneth Anselmo. "The role of forms of Family Capital in Children's Engagement with Primary School." Thesis, University of London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518119.

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Constantino, Steven M. "High School Student Perspectives on the Interaction Between Family Involvement and Peer Relationships on Their Own School Engagement Practices." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27155.

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A review of research concludes that a high proportion of high school students are disengaged from their learning and that the adolescent peer culture demeans academic success. Parents are just as disengaged from school as their children. The overall guiding question for this study was: How do high school students vary their engagement with school when influenced by the interaction of family involvement practices and peer relationships? Subordinate questions were: (a) Do high school family involvement programs influence individual student engagement? (b) What is the ability of high school instr
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Thompson, David Brian. "Psychological Control, Parental Support, Adolescent Grades and School Engagement." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4159.

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As we examined research on the effects of parental psychological control and support on adolescents, we noted that these variables have not been widely studied in relation to academic achievement. Using Flourishing Families data, we examined a subsample of females and males who reported parental psychological control and support as well as school engagement variables from adolescents, fathers and mothers. We also used observed variables of grade point average (GPA). Structural equation modeling was used to determine whether parental psychological control and support would negatively or positiv
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Marion, Veronica D. "Improving Parental Involvement in an Inner-City Elementary School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4652.

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A pattern of low parental involvement exists at in an inner-city school in the northeast region of the United States, where 90% of the students are students of color and fewer than 10% of parents attend school-based activities. Low parental involvement at the local school may lead to decreased student achievement and limited access to needed resources and information. A qualitative case study design was used to explore the problem. Epstein's typology, which includes the traditional definition of parental involvement and acknowledges the parents' role in the home, provided the conceptual framew
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Compton, Amanda Nunnery. "Strategies for Increasing Parental Involvement for Elementary School Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2645.

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Strategies for Increasing Parental Involvement for Elementary School Students by Amanda N. Compton MEd, University of Memphis, 1991 BS, University of Memphis, 1982 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Students are more successful in school when their parents are involved in their education; This concept is especially true for students living in poverty. The school staff of the elementary school studied in this project study identified the need for improved parental involvement to help close the s
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Hedvat, Atara Tatelman. "Family and Contextual Variables as Predictors of School Engagment and Developmental Outcomes in Adolescence." Thesis, Boston College, 2008. http://hdl.handle.net/2345/615.

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Thesis advisor: Jacqueline Lerner<br>Previous research has found higher levels of school engagement to be related to various positive outcomes such as higher academic achievement, higher levels of competence, lower depression, and better personal adjustment. Overall, there is strong evidence to suggest a broad positive association between school engagement and a variety of academic, social, and emotional outcomes. However, existing work has certain limitations and some important questions remain to be addressed. In an effort to address the limitations of previous research, this study aimed to
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Bentley, Jeffrey James. "Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3866.

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Using both observational and questionnaire self-report data, this study examined preadolescent self-regulation as a potential mediator of the relationship between parental involvement, parent-child warmth and school engagement in a two wave panel design. Data was taken from two parent families in waves two and three of the Flourishing Families project which included 335 families with children between the ages of 12 and 14. Findings showed that parental, especially paternal involvement, was directly correlated to child's school engagement. Parental involvement and parent-child warmth were also
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Books on the topic "Family–school engagement"

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Julie, Ray, ed. Home, school, and community collaboration: Culturally responsive family engagement. 2nd ed. SAGE Publications, 2013.

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Wintrich, Michaela. It takes a village: A strategic plan for family and community engagement at Uplift Education schools. John F. Kennedy School of Government, 2012.

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Quezada, Reyes. Family, School, Community Engagement and Partnerships. Routledge, 2018. http://dx.doi.org/10.4324/9781315713687.

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Muhs, Mary. Family Engagement in Early Childhood Settings. Redleaf Press, 2018.

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Chavkin, Nancy Feyl. Family Engagement with Schools: Strategies for School Social Workers and Educators. Oxford University Press, Incorporated, 2017.

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Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Inc, 2018.

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Grant, Kathy Beth, and Julie A. Ray. Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Incorporated, 2015.

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Grant, Kathy Beth, and Julie A. Ray. Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Incorporated, 2015.

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Grant, Kathy Beth, and Julie A. Ray. Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Incorporated, 2023.

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Home, School, and Community Collaboration: Culturally Responsive Family Engagement. SAGE Publications, Incorporated, 2023.

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Book chapters on the topic "Family–school engagement"

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Hernandez, Emily J., and Alia R. Elasmar. "Preventing school violence through student engagement." In School-Based Family Counseling for Crisis and Disaster. Routledge, 2023. http://dx.doi.org/10.4324/9781003201977-20.

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Reschly, Amy L., and Sandra L. Christenson. "Family Engagement, Partnerships, and School Support Personnel." In The Wiley Handbook of Family, School, and Community Relationships in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch10.

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Abenavoli, Rachel M., Jessica A. Siegel, and Pamela A. Morris. "Unleashing the Power of Family Engagement to Achieve Impact and Equity for All." In Research on Family-School Partnerships. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74617-9_8.

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Reynolds, Arthur J., Sangyoo Lee, Lauren Eales, Nishank Varshney, and Nicole Smerillo. "Parental Involvement and Engagement in Early Education Contribute to Children’s Success and Well-Being." In Research on Family-School Partnerships. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74617-9_6.

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Sheridan, Susan M., Lisa L. Knoche, and Courtney Boise. "Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings." In Research on Family-School Partnerships. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74617-9_2.

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Kruse, Sharon D., and Julie A. Gray. "School, Family, and Community Partnerships, Involvement, and Engagement." In A Case Study Approach to Educational Leadership. Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-4.

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Siker, Jody, Alexis H. Boyden, and M. Nell Quest Curran. "Establishing trust in family engagement and special education." In Critical Analysis of Parental Involvement in School. Routledge, 2024. https://doi.org/10.4324/9781003407362-23.

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Lewy, Robin, and Fran Ricardo. "7. The Role of Community Agencies in Family Engagement." In Connecting School and the Multilingual Home. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923279-011.

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Montaño Nolan, Charlene L., Megan Bang, and Nikki McDaid-Morgan. "Indigenous Family Engagement: Authentic Partnerships for Transformative Learning." In Ethnocultural Diversity and the Home-to-School Link. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14957-4_4.

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Walker, Joan M. T. "Recognizing Family Engagement as a Core Practice." In The Wiley Handbook of Family, School, and Community Relationships in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch29.

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Conference papers on the topic "Family–school engagement"

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Flavin, Eunhye. "Promoting Latino Family Engagement in Catholic Bilingual School." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1579074.

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Hine, Megumi. "A Typology of School Opportunities for Family Engagement." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2018327.

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Mulker Greenfader, Christa. "Latinx Family Engagement in Early Elementary School: A National Study." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891383.

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Mulker Greenfader, Christa. "Latinx Family Engagement in Early Elementary School: A National Study." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1891383.

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Sugrue, Erin. "Beyond the School Walls: Family Engagement During the COVID-19 Pandemic." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1882424.

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Hine, Megumi. "The Role of School Communication in Building Pathways to Family Engagement." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1684714.

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Washington, Shanee. "Toward Relational and Accountable Leadership in Indigenous Family-School-Community Engagement." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2109768.

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Starks, Francheska. "VOLUNTEER TEACHER SPIRIT (VOLTS): AMPLIFYING FAMILY AND COMMUNITY ENGAGEMENT IN TEACHER PREPARATION." In 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.9192.

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Family, school, and community engagement is an important factor in primary school students’ academic performance and social and emotional development. However, there is a lack of attention in teacher preparation curricula focused on supporting and developing preservice and in-service educators’ capacity to engage with their students’ families and communities. As a group of University-based teacher educators, we collaborated with local families and community partners to design an open source, web-based curriculum for teacher educators to provide focused instruction on family, school and communi
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Nash, Kindel. "Read Two Impress: Building Literacy Proficiency and Family Engagement in an Urban School." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1435847.

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Mac Iver, Martha. "Implementing a Continuous Improvement Approach to Family Engagement During the High School Transition." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1430731.

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Reports on the topic "Family–school engagement"

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Green, Crystal, Mariah Voutilainen, and Lauren Ziegler. Journeys in Family School Engagement. HundrED, 2023. http://dx.doi.org/10.58261/zhac4043.

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In early 2021, Parents as Allies (PAA) began a journey of collaborating with school teams in a design sprint process to develop creative and innovative solutions, or “hacks” that would address the specific needs of their communities. Their initial, two-month design sprint in 2021 centred around the question: “How might we build stronger engagement between families and schools for the benefit of all students?” Almost one year later, in April 2022, PAA began a second iteration. Parents as Allies 2.0 narrowed its focus to 22 Western Pennsylvania school districts. Joined by design sprint guides, t
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Barton, Adam Barton, Lauren Ziegler Ziegler, Mahsa Ershadi Ershadi, and Rebecca Winthrop Winthrop. Collaborating to transform and improve education systems: A playbook for family-school engagement. Brookings Institution, 2021. http://dx.doi.org/10.15868/socialsector.40270.

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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora
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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup
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Maier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/222.688.

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A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA suppo
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement
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Schmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.040.

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Despite overall progress in COVID-19 vaccination rates in Cleveland, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 vaccine hesitancy is not just an issue of misinformation or lack of information. Vaccine hesitancy among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (ages 12-18) in Cleveland, Ohio. While public discourse may label young people as “vac
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Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper, and Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.039.

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Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label y
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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi
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10

Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.

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The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting th
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