Parental burnout as a challenge for the parent-school partnership
Abstract
Research objectives (aims) and problems: This article analyzes the parent-school partnership in the context of parental burnout (PB). PB is a syndrome characterized by parents’ exhaustion resulting from prolonged stress and a chronic imbalance between demands and resources. It has serious negative consequences for the parent, the child, and the parent-child relationship. PB also affects children’s academic achievement.
Research methods: The methods employed include a critical analysis of the literature on PB, the risk and resources model of PB and its relationship to parent-school cooperation. However, this review does not meet the criteria for a systematic review.
Article structure: The article consists of four parts. The first two focus on PB and summarize the main findings concerning the phenomenon. The third part examines academic achievement and PB, while the final section discusses the parent-school partnership and its challenges, particularly in relation to parental stress and PB.
Research findings: The parent-school partnership is a crucial yet challenging endeavor. Research indicates that teachers often perceive parents as overly demanding and difficult, rarely viewing them as partners or allowing them to play an active role in the school community. Teachers’ comments and actions may contribute to parental stress and burnout; therefore, suggestions have been made for improving communication and collaboration with an emphasis on parental well-being.
Conclusions: PB is a serious condition with potentially significant negative ramifications. Teachers are often on the front lines and can either alleviate or exacerbate parental stress. Thus, it is important to discuss how to support parents and to reconsider the parent-school partnership in order to create a more supportive environment.
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