Abstract

Parental support is essential for learners’ academic success, yet in rural secondary schools, socioeconomic challenges, resource shortages, and geographic isolation hinder meaningful involvement. This study examined parental contributions to academic progress and barriers limiting engagement, drawing on Epstein’s Theory of Parental Involvement. Using a qualitative, interpretive, phenomenological design, data were collected through semi-structured interviews and focus groups with 21 parents from three rural schools, selected via purposive sampling. Thematic analysis revealed that involvement is constrained by financial hardship, low education levels, and demanding work schedules. Parents often lack the time, knowledge, and resources to assist effectively, while schools face difficulties communicating with families in remote areas with limited digital access. Cultural norms further reduce engagement. Recommendations include structured parental training on academic support, improved communication through home visits, community meetings, and mobile messaging, and community-based initiatives such as workshops and mentorship programmes. Strengthened collaboration between parents, educators, and policymakers is critical to overcoming these challenges. Addressing these barriers can foster a more supportive learning environment and improve educational outcomes for rural learners.

Keywords: Parental involvement, Rural education, Academic support, Schoolcommunity collaboration, Learner performance