Psychological and Physical Health, and Parental Engagement Strategies Among Secondary Students with Reading Difficulty

This study examined the relationship between students’ psychological and physical health, parental engagement, and reading difficulty among secondary students. Using a mixed-methods approach, quantitative data were gathered from 344 participants and analyzed using both descriptive and inferential statistics. Qualitative information was obtained through interviews with 10 participants to deepen the understanding. The findings revealed moderate levels of psychological and physical health, and parental engagement strategies were also moderate across six subscales. Only the communicating subscale showed significant differences when grouped by age, sex, and income. The significant difference in psychological health according to sex was noted, and in physical health across profiles. Furthermore, significant differences were observed across age, sex, and family monthly income, specifically in the sleep disturbance subscales, headaches, and respiratory infections. Both psychological health, physical health, and parental engagement have a moderate but significant correlation. Qualitative data supported the quantitative findings, highlighting how emotional states, family responsibilities, and peer relationships impact psychological health, while physical discomfort was frequently linked to academic stress and lifestyle factors. Students expressed appreciation for parental support, especially in academics and household guidance. The study concludes that personal, familial, and academic factors shape students’ well-being. Parental engagement needs to be strengthened for the students’ development and well-being.