Examining the Influence of Parental Involvement on the Perceived Quality of Life of Students with Learning Disabilities

Abstract

This study investigated the relationship between parental involvement and the perceived quality of life of students with learning disabilities. Using quantitative methods, data were collected on parental involvement actions, the roles of special education teachers and principals, perceived challenges, and various aspects of students’ quality of life, including emotional well-being, self-esteem, peer relationships, and school experience. Results revealed a high level of parental involvement and a low level of quality of life among students. A significant positive correlation was found between parental involvement and quality of life, with parental involvement explaining approximately 19% of the variance in students’ quality of life. These findings suggest that strong parental engagement contributes to improvements in students’ emotional and educational experiences, but additional support was needed to enhance other areas of well-being. The study highlights the importance of fostering collaborative family-school partnerships to promote the overall development and quality of life of learners with disabilities.