The Effect of Child Gender, Parent School Involvement, and Parent Language Use on School Functioning Among Trauma-Exposed Latinx Youth

High rates of trauma exposure can impede school functioning, which is predictive of many negative long-term outcomes. This study examined school functioning in Latinx children with clinically elevated levels of posttraumatic stress symptoms. We found that child gender, parent language use, and parent school involvement were associated with school functioning in complex ways. Interactive effects revealed that the association between parent school involvement and child school functioning depended on parent language use. Greater parent school involvement was linked with better school functioning when parents spoke more English, but parent school involvement did not improve school functioning when parents spoke more Spanish, which may reflect Spanish-speaking parents’ challenges engaging with schools. These findings have important implications for improving academic outcomes for trauma-exposed Latinx youth.

"If only they want to hear us out" Parents with Same-sex Sexuality Children and their Experiences with School Involvement

The parental involvement strategies in the education of their child are crucial to improve learning at home and in school. However, concerning issues of samesex sexuality in South African schools, it is uncertain how schools engage with parents whose child identifies with a non-heterosexuality. We were interested in investigating and exploring the parents experience with school involvement, where the parents under investigation affirm their children s sam-seex sexualities. Using a qualitative research design, through a case study methodology, we conducted, semi-structured interviews with six (6) parents who affirm their children s sam-seex sexuality in the Free State Province (3rd largest Province in South Africa) and t h e Gauteng Province (Largest Province in South Africa). Our findings suggest from our study that the parents who affirm and embrace their child's same-sex sexuality were antagonized with gender binaries, heteronormative, and heterosexist school culture. Their children faced insurmountable acts of discrimination daily. For this specific reason, these parents wanted to be active agents in creating a safe, enabling, and inclusive schooling space for their non-normative sexuality children. The Parents in our study recognized that the idea of such a secure and enabling learning environment did not realise due to traditional cultures, along with the constructions of gender and sexuality. These parents were exposed to negative experiences due to the unwillingness of school authorities, insufficient strategies and values, and norms. We thus endorse a structured approach to parental involvement for all learners regardless of gender expression and sexual orientation. We further advise school governance bodies should affirm learners with diverse sexual orientations through the various policies and legislations.