Date of Conferral
5-13-2025
Date of Award
May 2025
Degree
Doctor of Social Work (DSW)
School
Social Work
Advisor
Kristen Richards
Abstract
National education statistics indicate issues of aggressive behaviors in middle schools, such as bullying and disrespecting teachers. This suggests that fifth-grade students could benefit from parental intervention to manage stress and reduce such behaviors. However, there is limited information on effectively engaging parents in this process. The study involved a purposive sample of 20 school professionals from four schools in a large southwestern U.S. school district who were invited to address this gap. Nine professionals completed the online survey of six qualitative, open-ended questions regarding engaging parents in helping fifth graders cope with stress. The questions focused on establishing meaningful relationships with parents, building on parents' expectations for their children, and engaging parents of students exhibiting negative behaviors. Thematic analysis of responses identified key themes: parent training/support, professional training/support, communication, home-school interaction, services, and cultural awareness/sensitivity. The findings suggest that consistent home-school interactions and communication are important for fostering relationships that enable parents to help fifth graders manage stress. Moreover, incorporating cultural emphasis in activities and training for parents and professionals may enhance positive social change through developing understanding and engagement around supporting fifth graders' stress-coping strategies.
Recommended Citation
Soto, Hector Alejandro, "How School Professionals Perceive They Can Engage Parents in Helping Children in Fifth Grade Cope Adaptively With Stress" (2025). Walden Dissertations and Doctoral Studies. 17783.
https://scholarworks.waldenu.edu/dissertations/17783
