HomeAbstract of 11th-ntteconfAn Analysis of Parental Involvement, School Resources, and Academic Achievement in Conflict-Affected Host Communities in Burkina Faso

An Analysis of Parental Involvement, School Resources, and Academic Achievement in Conflict-Affected Host Communities in Burkina Faso

  • Aug 2, 2026
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Abstract Book of the 11th International Conference on New Trends in Teaching and Education

Year: 2026

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An Analysis of Parental Involvement, School Resources, and Academic Achievement in Conflict-Affected Host Communities in Burkina Faso

Abdoul-Karim Soubeiga

ABSTRACT:

Educational inequality in conflict-affected regions is increasingly shaped by the conditions experienced within host communities receiving internally displaced persons (IDPs). Although previous studies have examined parental involvement and student learning in emergency settings, limited attention has been paid to how school security conditions and students’ perceptions of safety influence academic achievement among host community children. This study investigates how parental involvement and school resources contribute to disparities in academic achievement among primary school students in host communities in Burkina Faso.
Drawing on Bronfenbrenner’s Ecological Systems Theory, the study examines interactions among family-, school-, and locality-level factors affecting student learning. Quantitative analysis uses the 2019 Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN (PASEC) dataset and applies multilevel modeling to account for the nested structure of students within schools and provinces. Reading test scores are used as the primary outcome variable. Key explanatory variables include parental involvement, school resources, school security factors, and students’ self-security behavior.
The study expects to show that parental involvement alone may not improve academic achievement in highly insecure environments. Rather, its effectiveness is likely conditioned by school safety and the availability of school resources. The findings contribute to the literature on education in conflict-affected settings by emphasizing the importance of integrating school security and psychosocial considerations into educational interventions targeting host communities and displaced populations.

Keywords: Parental Involvement; School Security; Host Communities