Refugee and immigrant-background parents’ academic engagement, resources, and children’s adjustment in German lower-income elementary schools

Our findings suggest the importance of increasing RRI and immigrant-background parents' availability of resources to facilitate their academic engagement. Our findings suggest that their children may adjust to school independently of parents' academic engagement as measured. Future research should examine the contribution of unmeasured (e.g., better culturally adapted) academic engagement forms as well as which school- and community-level factors may compensate for limited parental resources.