Bridging Words and Futures: Parental Support in Developing Learners’ Writing Proficiency in a Last Mile School

Low writing proficiency is a concern in education. Using a qualitative descriptive research design, this study explored parental support in developing learners’ writing proficiency. In-depth interviews were conducted with five purposively selected parents of learners in the last mile school. The data were analyzed through thematic analysis. It was found that parents support writing proficiency through direct teaching, patient communication, time management, encouraging independent learning, and vocabulary and spelling practice. Parental support also led to improved academic performance, stronger parent-child learning relationships, and personal growth among learners. Educational leaders and teachers may strengthen literacy programs and parent-school collaboration to improve learners’ writing proficiency. Future research may use mediation analysis and develop a validated instrument through Exploratory Factor Analysis (EFA).

Bridging words and futures, parental support

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