Dificultades de las Familias para Participar en los Centros Escolares

  1. Beatriz Rodríguez-Ruiz 1
  2. Raquel-Amaya Martínez-González 1
  3. Mª José Rodrigo López 2
  1. 1 Universidad de Oviedo

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista latinoamericana de educación inclusiva

ISSN: 0718-5480 0718-7378

Year of publication: 2016

Volume: 10

Issue: 1

Pages: 79-98

Type: Article

More publications in: Revista latinoamericana de educación inclusiva


Cited by

  • Dialnet Métricas Cited by: 17 (25-02-2024)


  • Social Sciences: D


Parental involvement in schools is positive for the students, their families and the schools themselves. However, there are circumstances that make it difficult for parents to participate, and which deserve attention in order to promote intervention measures to this regard. This is the objective of this study, in which 880 Spanish fathers and mothers with children enrolled in the 2nd and 4th grade of compulsory secondary school filled in the Family-School Relationship Trust Scale (adapted by Martínez-González, 1996). The results obtained after performing group comparisons taking into account the gender, age, level of literacy and work circumstances of the parents, show that the main difficulties to participate come from work timetable (fathers) and children's upbringing (mothers). Thus, work and family life conciliation measures are needed as well as adapting the school timetable to the parents' possibilities to participate.