Parents' Emotional Support and Academic Performance among Children with Learning Disabilities

Parental emotional involvement plays an influential role in the overall development and academic success of special education learners. This study explores the extent and impact of parental emotional involvement on the learning outcomes and socio-emotional well-being of children with special needs. Employing a purposive approach, the research examined the factors influencing parental engagement, including the emotional climate of the home, coping strategies, and collaboration with educators. Findings indicated that while parents express high levels of emotional investment, barriers such as lack of training, limited resources, and communication gaps with schools hinder their effectiveness. The significant findings are that Pearson's r correlation results indicate that none of the emotional or environmental variables examined have a statistically significant relationship with learners' academic performance, as all p-values are well above 0.05. Emotional support, emotional intelligence taught, coping strategies, and the emotional climate of the home environment all show very low r-values, suggesting weak to negligible correlations. Consequently, the null hypothesis (H0) was not rejected for any variable, indicating that no significant linear relationships were found. The study highlights the importance of equipping parents with the skills and knowledge to create a supportive home environment and engage meaningfully in their child's educational journey. Recommendations include targeted training programs, parent-teacher collaboration frameworks, and the establishment of peer support networks to enhance parental emotional involvement. These initiatives aim to empower parents, improve learner outcomes, and strengthen the partnership between families and educational institutions.