Publication record
- Original publication period
- January–June 2021
- Digitized / uploaded online
- August 11, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Remote education expanded parental involvement while blurring the boundary between support and substitute teaching. This conceptual review examines involvement as a negotiated family-school relationship rather than a single amount of participation. Evidence through 2021 is organized around five roles: prepare the learning conditions, encourage learner agency, observe progress, communicate evidence, and refer instructional problems to the teacher. The proposed Family-School Support Boundary protects parents from being held responsible for curriculum delivery and protects assessment from answers produced by adults. It recognizes that employment, household care, language, education, disability, connectivity, and device sharing shape what families can reasonably provide. The framework recommends weekly demand maps, role-specific guidance, disclosure of assistance, predictable contact routes, and differentiated support for families facing higher coordination costs. It also distinguishes productive involvement from constant monitoring or control. The article does not measure parental participation or claim that more involvement always improves achievement. Its purpose is to define equitable, observable roles through which parents and schools can coordinate without transferring professional teaching obligations to the household.