Parental Support, Home Learning Environment and Secondary Level Achievement: A Comparative Study across Developed and Underdeveloped Districts of West Bengal

Educational achievement at the secondary level is shaped not only by school-based factors but also by the quality of support students receive at home. Parental involvement and the home learning environment play a crucial role in shaping academic motivation, cognitive development, and scholastic performance. However, the nature and impact of these factors vary significantly across regions marked by socio-economic disparities. West Bengal, characterised by uneven regional development, presents a suitable context to examine these variations. This study explores the relationship between parental support, home learning environment, and secondary-level academic achievement through a comparative analysis of developed and underdeveloped districts of West Bengal. Using a mixed-method research design, the study draws upon quantitative data collected from secondary school students and their parents, along with qualitative insights from teachers and school administrators. Academic achievement is measured through examination scores, while parental support and home learning environment are assessed using structured scales covering dimensions such as parental involvement in homework, educational aspirations, availability of learning resources, emotional encouragement, and study routines at home. The findings reveal significant differences between developed and underdeveloped districts in terms of parental educational background, economic capacity, access to learning resources, and patterns of engagement with children’s education. The study establishes that parental support and a stimulating home learning environment have a strong positive correlation with academic achievement in both contexts; however, the strength and form of this relationship differ markedly. In developed districts, parental involvement tends to be strategic and resource-oriented, whereas in underdeveloped districts it is often constrained by poverty, low literacy, and occupational pressures. The paper concludes with policy recommendations aimed at strengthening family-school partnerships, promoting parental literacy programs, and addressing structural inequalities to enhance educational outcomes at the secondary level.