Exploring parental involvement in after-school enrichment programmes in rural South African high schools

They receive extra tuition after school hours. These programmes have the potential to improve academic performance and foster the development of language skills among English first additional language learners. Schools are expected to provide high-quality ASEPs in safe and supportive environments. High-quality ASEPs require a collaborative effort among all stakeholders, including parents and teachers. However, less is known about the roles of parents in these programmes, especially in rural high schools. Using the Onsite Extended Reading Programme (OERP) as a case study and drawing on Epstein’s Theory of Overlapping Spheres of Influence, this qualitative study explores parental roles in enhancing the effectiveness of ASEPs. Using a purposive sampling technique, seven participants (n = 7), comprising three teachers, one Head of Department, and three parents, were selected to elicit responses during free attitude interviews and focus-group discussions. Data was analysed thematically. Regarding parental roles, the study found that participants expressed interest in promoting learner safety, addressing behavioural problems, and changing learners’ attitudes in the programme. However, these roles were limited by school practices such as poor communication and a sense of being undervalued by the school authorities. The study concludes that parents are a critical component of high-quality ASEPs, and therefore, schools need to create opportunities for meaningful parental involvement. Finally, the study offers implications for parental involvement and ASEPs in rural high schools