Symeou, Loizos

This paper focuses on family involvement in the education of teenagers at risk of dropping out from compulsory secondary school. A questionnaire was completed by 131 Spanish and Cypriot families with children at six schools - three in each country. The questionnaire investigated: (1) parental perceptions of their children's activities in their free time; (2) academic expectations for their children; (3) parental concern regarding their children's education; and (4) parent-teacher interactions. Descriptive measures and t-test comparative analyses between Spain and Cyprus were undertaken. Results show that these families have an encouraging attitude towards their teenagers. Nonetheless, significant statistical differences between Spanish and Cypriot parents suggest that the Spanish families have a more protective parenting style than the Cypriot families. The study points to the lack of support for these families as regards advice and stimulation for their children at home, and to the need to promote school-family partnerships.

This paper presents a comparison of family circumstances, aspirations and school involvement of parents in Cyprus whose children were at risk of dropping out of high school and parents whose children were not at risk. The data were collected through a questionnaire survey constructed within the framework of the European project Drop-Out Open Door. The results showed a broad range of differences in the resources, expectations, perceptions and practices of pupils' families who are at risk of dropping out of school and those who are not. The findings illustrate the necessity for schools to identify families' different circumstances and needs and provide them, especially those with pupils at risk, with facilities, support and training for enhancing their children's development and school success through everyday family practices.