Parental Educative Practices and Pupils' Experience in Primary School Level One: Children's and Teachers' Perspectives

This study examines how parenting styles influence pupils’ experiences in primary school. The study draws on qualitative interviews with pupils and teachers from two primary schools in Yaoundé, Cameroon. Three main parenting styles were identified: equalitarian-directive, repressive, and liberal. The findings suggest that equalitarian and directive parenting practices encourage pupils to be autonomous, persistent, and to take a constructive approach to managing errors. In contrast, repressive parenting is associated with anxiety and behavioral inhibition in school contexts. Liberal parenting, characterized by a lack of structured guidance, may hinder the organization and regularity of learning activities. The study emphasizes the importance of considering both children’s perceptions and teachers’ observations to better understand the impact of parental educational practices on the school experience. Overall, the results underscore the central role of balanced parental support combining emotional support, dialogue, and clear structure. The study recommends raising parental awareness and strengthening parent–teacher collaboration to enhance students’ motivation and school success, especially in socioeconomically constrained contexts.