Zhao Min, Emolyn Iringan
ABSTRACT
This study examined the relationship between home–school partnership, school support, and the social-emotional skills of primary school students in a rural–urban fringe context. Using a mixed-methods research design, the study involved students in Grades 1–6, their parents, and school personnel from Zunyi F Experimental Primary School during the 2024–2025 school year. Quantitative data were collected through structured questionnaires measuring the extent of implementation of home–school partnership, the level of school support for socio-emotional development, and students’ social-emotional skills in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Qualitative data were gathered to identify the challenges encountered in implementing home–school collaboration and supporting students’ socio-emotional development. Statistical analyses included frequency, percentage, weighted mean, t-test, ANOVA, and Pearson correlation, while thematic analysis was used for qualitative responses. The findings revealed that the implementation of home–school partnership was at a moderate extent, while school support for students’ socio-emotional development was generally rated at a great extent. Students’ social-emotional skills were also found to be at a moderate level across all five dimensions. Significant positive relationships were identified between the implementation of home–school partnership, school support, and students’ socio-emotional skills, indicating that stronger collaboration between schools and families contributes to better socio-emotional outcomes among students. However, several challenges were identified, including uneven parental participation, communication barriers, cultural differences, and inconsistent educational priorities between schools and families. Based on these findings, the study proposes a collaborative framework emphasizing information exchange, joint activities, resource sharing, and continuous feedback to strengthen home–school partnerships and enhance students’ social-emotional development.
Keywords:Home–school partnership, social-emotional skills, school support, parental involvement, primary education
https://doi.org/10.57180/rubq9416