To what extent are parents involved in early years education in British International Schools in Riyadh, Saudi Arabia

This study explored parental involvement in early childhood education within three British international schools located in Riyadh, Saudi Arabia. A mixed methods approach utilizing questionnaires, focus groups with educators, and interviews with both educators and parents was employed. The research revealed a range of parental involvement levels, with some parents actively participating in school activities and communication, while others exhibited lower levels of engagement. Common forms of involvement included communication with teachers through email and ClassDojo (a communication platform), attending parent-teacher conferences and school events, and supporting children with homework. The findings suggested a positive correlation between parental involvement and children's overall well-being, with increased parental engagement linked to greater student motivation and improved academic performance. The study also identified successful strategies for fostering parental 2 involvement, such as utilizing communication tools, facilitating culturally sensitive interactions, and addressing the diverse needs of working parents. However, challenges including language barriers, cultural considerations, and a lack of awareness regarding the importance of early childhood education were also identified. Overall, the research highlighted the need for a multi-faceted approach to parental involvement within the setting, emphasizing the importance of open communication, cultural sensitivity, and strategies that cater to the diverse needs of parents in this unique educational context.