Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 3 (2026)

The Role of Parental Involvement in the Social and Emotional Development (SED) of Learners with Special Needs (SNED) in Castillejos Elementary School

Jean E. Fastidio | Michael G. Albino

Discipline: Education

 

Abstract:

This research explored the connection between parental engagement and the social and emotional development (SED) of students with special needs (SNED) at Castillejos Elementary School, filling a void in local studies regarding parental impact on learners' socio-emotional growth beyond educational assistance. A descriptive-correlational research design was utilized with a structured survey questionnaire distributed to 60 parent-respondents by means of total population sampling throughout the School Year 2025–2026. Data was examined through frequency, weighted mean, standard deviation, Analysis of Variance (ANOVA), and Pearson-r correlation to assess levels, differ-ences, and correlations between variables. Results showed that pa-rental engagement was typically strong in areas such as home sup-port, interaction with teachers, school involvement, and educational advice. In the same way, students showed encouraging growth in so-cial and emotional areas, including self-awareness, self-regulation, social awareness, and relationship abilities. No substantial differ-ences were observed when categorized based on profile variables, suggesting consistency among respondents. Nonetheless, a notable positive correlation was found between parental participation and students’ SED, affirming that greater parental involvement improves socio-emotional results. The research finds that parental engagement plays a vital role in the overall development of SNED students. Schools are advised to enhance organized parent involvement pro-grams and offer ongoing assistance and training, while future inves-tigators might broaden the research to wider settings and more vari-ables.



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