Abstract

This study examines the role of parental involvement in children’s academic performance among
Somali families in Mogadishu, Somalia. Using a quantitative research design, the study surveyed
65 parents to assess their engagement levels, support mechanisms, and challenges in facilitating
their children’s education. Findings reveal that parents are actively involved in key areas such as
homework assistance, encouragement of reading, and emotional support. However, the study
identifies significant gender disparities in participation, with fathers disproportionately
represented compared to mothers. Additionally, while parents demonstrate strong commitment to
academic encouragement, gaps exist in creating structured learning environments and assisting
with advanced academic tasks.
The study highlights the influence of socioeconomic and cultural factors on parental involvement,
emphasizing the need for more inclusive strategies to enhance engagement. Based on the findings,
recommendations include implementing gender-inclusive engagement programs, improving
school-parent communication, providing parent education workshops, and establishing
community-based support systems. Policy advocacy for employer-supported school participation
and further research on longitudinal impacts are also suggested.

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