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Parents' Perceptions of Life Skills Education for Empowering Secondary School Students: A Qualitative Exploration

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Title: Parents' Perceptions of Life Skills Education for Empowering Secondary School Students: A Qualitative Exploration
Language: English
Authors: Fatima Maqsood (ORCID 0000-0002-3339-307X), Fatima Batool (ORCID 0000-0001-7976-2865), Samina Malik
Source: Pastoral Care in Education. 2024 42(4):534-549.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Parent Attitudes, Secondary School Students, Student Empowerment, Daily Living Skills, Parents, Skill Development, Relevance (Education), Parent Role, School Role, Parent Teacher Cooperation, Educational Practices, Direct Instruction, Educational Responsibility, Foreign Countries
Geographic Terms: Pakistan (Islamabad)
DOI: 10.1080/02643944.2024.2318759
ISSN: 0264-3944
1468-0122
Abstract: This study explores the parents' perceptions about the meaning and importance of various life skills education as tool for empowering young children, and about the role of schools and parents in stimulating these skills. The study was qualitative, involving a sample of 30 parents of secondary-level students selected through convenience sampling. Data were collected through a semi-structured interview and the obtained responses were analyzed through thematic analysis. It was established that most parents considered life skills as key to empowering young students and that is why all types of skills were deemed equally important. Parents also expressed their concerns and reflected that most children were lacking these skills and that both, schools as well as themselves, should play a role in training these skills. The study highlights the importance of a strong partnership between parents and teachers in imparting life skills to young students and emphasizes the need for collaboration, shared responsibility, and explicit integration of life skills into the education system to empower the next generation. So, it is recommended that life skills related experiences need to be an explicit part of the training and learning of children and that parents and teachers need to collaborate strongly in this to make it a success story.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450537
Database: ERIC
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  Value: <anid>AN0180993014;bru01dec.24;2024Nov22.04:10;v2.2.500</anid> <title id="AN0180993014-1">Parents' perceptions of life skills education for empowering secondary school students: a qualitative exploration </title> <p>This study explores the parents' perceptions about the meaning and importance of various life skills education as tool for empowering young children, and about the role of schools and parents in stimulating these skills. The study was qualitative, involving a sample of 30 parents of secondary-level students selected through convenience sampling. Data were collected through a semi-structured interview and the obtained responses were analyzed through thematic analysis. It was established that most parents considered life skills as key to empowering young students and that is why all types of skills were deemed equally important. Parents also expressed their concerns and reflected that most children were lacking these skills and that both, schools as well as themselves, should play a role in training these skills. The study highlights the importance of a strong partnership between parents and teachers in imparting life skills to young students and emphasizes the need for collaboration, shared responsibility, and explicit integration of life skills into the education system to empower the next generation. So, it is recommended that life skills related experiences need to be an explicit part of the training and learning of children and that parents and teachers need to collaborate strongly in this to make it a success story.</p> <p>Keywords: Secondary school students; parents' perception; life skills education; students' empowerment</p> <hd id="AN0180993014-2">Introduction</hd> <p>Life skills education is vital for personal growth, effective social interactions, adaptability in a changing world, and overall well-being. It equips individuals with the tools they need to succeed in various aspects of life (Yazici & Stancer, [<reflink idref="bib42" id="ref1">42</reflink>]). Life skills comprise a set of desirable behaviors that enable individuals to navigate different aspects of life successfully. These skills include creative thinking, resisting pressures, tolerance, problem-solving, coping with challenges, resilience, self-management, positive relationship building, cooperation, self-awareness, assertiveness, respect, trust, and willingness to share (Mohammadzadeh et al., [<reflink idref="bib23" id="ref2">23</reflink>]; World Health Organization, [<reflink idref="bib41" id="ref3">41</reflink>]). Life skills education involves teaching and nurturing a variety of skills that contribute to the overall development of children. Its main aim is to empower children with the ability to effectively tackle the everyday challenges they face throughout their lives (Kaya & Deniz, [<reflink idref="bib15" id="ref4">15</reflink>]; Lee et al., [<reflink idref="bib21" id="ref5">21</reflink>]).</p> <p>Life skills education has been endorsed by various international organizations such as Education For All (EFA) led by UNESCO; the third goal of this initiative mentions: 'promote life skills and learning for young people'; and goal six: 'improve the quality of education by emphasizing measurable learning outcomes which should be related to literacy, numeracy, and essential life skills (UNICEF, [<reflink idref="bib40" id="ref6">40</reflink>]). Furthermore, the third and fourth sustainable development goals (SDGs) are closely linked to life skills. These goals include the objectives of guaranteeing the health and well-being of students of all ages, as well as ensuring inclusive, high-quality education and lifelong learning opportunities for everyone (Higgins & Goodall, [<reflink idref="bib12" id="ref7">12</reflink>]; Joar et al., [<reflink idref="bib13" id="ref8">13</reflink>]; Qasim, [<reflink idref="bib32" id="ref9">32</reflink>]).</p> <p>To promote life skills effectively, it is imperative to establish and investigate the importance of life skills among various actors and the potential roles these various actors, like parents, can play; their thoughts, their expectations, beliefs, and efforts could provide their young children with a strong base to choose best course of action in their life (Bester, [<reflink idref="bib4" id="ref10">4</reflink>]; Glozah, [<reflink idref="bib11" id="ref11">11</reflink>]; Pomerantz & Thompson, [<reflink idref="bib30" id="ref12">30</reflink>]). Parents are recognized as important stakeholders who can positively contribute to the overall wellbeing of young children by promoting their essential life skills. However, prior research has not addressed the perspective and beliefs of parents, both internationally and particularly in the local context, about the need of life skills for young children. Hence, the current research aims to investigate parental perspectives about the life skills, the varying levels of importance attributed to different life skills, and the effective means by which these skills can be fostered among young students, whether through parental influence or within the school environment. With such information, a better understanding and further implementation of life skills education will be possible.</p> <hd id="AN0180993014-3">Conceptual framework</hd> <p>The World Health Organization ([<reflink idref="bib41" id="ref13">41</reflink>]) has categorized life skills into five main groups: Problem solving and decision-making skills (which assist children to select most suitable and relevant alternative and solve their problems more quickly and effectively); <emph>Creative thinking and critical thinking</emph> (enable individuals to analyze various experiences and information in objective manner and to look beyond their experiences and adapt innovative path to handle their matters) (Coughlan, [<reflink idref="bib7" id="ref14">7</reflink>]); <emph>Interpersonal and communication skills</emph> (having good and positive relationships with others and able to convey their feelings, thinking's, or emotions effectively); <emph>Self-awareness</emph> (involves the ability to recognize their strengths, weaknesses, desires, likes, dislikes and needs, etc.; and <emph>empathy</emph>, on the other hand (entails understanding and accepting diverse individuals with various backgrounds and perspectives: Davis, [<reflink idref="bib8" id="ref15">8</reflink>]), and <emph>Coping and self-management skills</emph> (empower individuals to effectively navigate both negative and positive situations). It also helps individuals to learn how to control their stress and promote their overall wellbeing (Glozah, [<reflink idref="bib11" id="ref16">11</reflink>]; Higgins & Goodall, [<reflink idref="bib12" id="ref17">12</reflink>]).</p> <p>Studies have emphasized that if parents actively interact with their children and encourage them to participate actively in various matters of their life, this can help them in developing important cognitive, psychological, and social skills that in result enable them to thrive to be successful in their life (Shek et al., [<reflink idref="bib34" id="ref18">34</reflink>]; Stewart et al., [<reflink idref="bib37" id="ref19">37</reflink>]). Parents' roles and expectations affect and help to shape social and moral values among children and to equip children with essential life skills (Adhiambo, [<reflink idref="bib1" id="ref20">1</reflink>]; Prajapati et al., [<reflink idref="bib31" id="ref21">31</reflink>]). Parents' interest and awareness about the need of students' life skill positively contributes and empowers children to learn and handle challenging transitions from childhood to adulthood, coping with stress, and from unreflective development to productive and responsible individuals (Kaya & Deniz, [<reflink idref="bib15" id="ref22">15</reflink>]; Mulyadi et al., [<reflink idref="bib24" id="ref23">24</reflink>]). Among all responsible people for the overall development of children, parents are the key figures who provide them psychological support and play an active role in successful life skills development (Kagan, [<reflink idref="bib14" id="ref24">14</reflink>]; Miri & Rasedinejad, [<reflink idref="bib22" id="ref25">22</reflink>]; Nomaguchi, [<reflink idref="bib27" id="ref26">27</reflink>]; Pomerantz & Thompson, [<reflink idref="bib30" id="ref27">30</reflink>]). In this context, the parents are expected to be well aware of essential life skills and various ways for promoting essential life skills among their children that can lead them towards successful and happy life (Day, [<reflink idref="bib9" id="ref28">9</reflink>]; Pirchio et al., [<reflink idref="bib28" id="ref29">28</reflink>], [<reflink idref="bib29" id="ref30">29</reflink>]). The existing literature offers limited practical studies concerning parents' views about the importance and understanding of life skills education. Consequently, the current research endeavors to investigate parents' perceptions regarding the concept of life skills, the varying levels of importance they attach to different life skills, and effective strategies for promoting these skills among children. To achieve this primary objective, the following research questions were explored:</p> <p></p> <ulist> <item> How do parents perceive and describe various life skills as tool for the empowering their young children?</item> <p></p> <item> How important do parents regard the different types of life skills, and what reasons (positive or negative) do they provide for this?</item> <p></p> <item> How do parents understand their own role and the role of the school in stimulating the different types of life skills?</item> </ulist> <hd id="AN0180993014-4">Methodology</hd> <p>Life skills education is shaped by a social constructivist approach, prioritizing student-centered, activity-based learning to provide young learners with practical experiences for real-life challenges (Kumari & Lavanya, [<reflink idref="bib19" id="ref31">19</reflink>]). Considering the above mentioned philosophical assumptions, the study was based on qualitative exploratory research design that focused on the perceptions of parents about the need and importance of life skills for secondary school students. The study adhered to axiological assumptions by soliciting open responses from participants while prioritizing ethical considerations, which included maintaining data confidentiality and safeguarding participant identities.</p> <p>The methodological assumptions were met through the informal interviews that allowed in-depth responses from the participants. The sample comprised 30 parents of secondary school students in Islamabad Capital Territory, selected via convenience sampling during parent-teacher meetings, representing diverse social and economic backgrounds in both urban and rural schools. The selected size and manner of sampling was considered appropriate such as it helped to obtain sufficient diversity in types of parents and their viewpoints that fully cover the qualitative richness and diversity of the data related to the topic under study. The interview guide contained 20 questions related to the opinion of parents about how important the different life skills are for their children and how these skills can be promoted effectively. The structure of the interview followed the five main categories of life skills distinguished earlier: questions 1–3 focused on the Creative thinking/critical thinking skills; 4–7 on the Decision making/problem solving skills; 8–11 on the Inter personal/communication skills; 12–15 on the Self-awareness/empathy; and 16–19 on the Coping/self-management skills. Question 20 was about parents' general opinion regarding life skills other than mentioned in the interview. In each question, next to stating the importance of the respective (sub) skill, they could freely explain why they regarded them as important, and how they viewed their own or the school's role.</p> <p>To ensure the consistency and authenticity of the data certain measures were taken by the researcher. For the optimum authenticity of data, the researcher conducted the interviews via personal visits to the participants. As interviews were one-on-one and the researcher had to take notes from the verbal discussion, audio recordings were also made; to ensure the authenticity and accuracy of data, written responses were discussed with the participants as reflective talk so that any point of divergence could be evaded and the researcher's biasness could be minimized. Flick (2013) specified three major techniques to ensure reliability of qualitative data: first to train the interviewer, second to provide an interview guide and third to analye interview questions through piloting. In the study, all of the above measures were taken as the researcher herself conducted interviews and a proper interview guide was developed and pilot tested.</p> <hd id="AN0180993014-5">Data analysis and interpretation</hd> <p>The data from the notes and recordings were analyzed using different steps, data were transcribed so that meanings, feelings, and ideas of participants could be reported truthfully and imported to the NVivo software. Furthermore, the 'Text Search Query' (a feature of data analysis in the NVivo software that allows to search for similar words and phrases) was run and related statements and expressions about the key factors of the life skills were identified. In the study, the researchers used a deductive approach that started with predetermined themes (Kwan, [<reflink idref="bib20" id="ref32">20</reflink>]), e.g. the skills groups, importance and role of parents/schools, and it was analyzed how parents responded to these predetermined themes. Figure 1 presents the main steps taken for the data analysis process.</p> <p>Graph: Figure 1. Steps for the data analysis process.</p> <p>The very first step in the qualitative analysis was segmenting data from interview transcriptions into distinct groups of information, known as 'fracturing' or 'slicing.' Initial coding involves highlighting relevant text and organizing related responses under corresponding headings to gather all pertinent comments. The second step was axial coding where various categories were determined based on predetermined themes (deductive coding) and inductive codes emerging from the data. The axial coding helped in grouping the initial codes into a set as a tree node that finally belongs to the core themes conceptually and systematically (see Figure 2 for an example for one of the subskills).</p> <p>Graph: Figure 2. Example of a key structure for one skill 'identify critical problems' resulting from data analysis steps.</p> <hd id="AN0180993014-6">Results</hd> <p></p> <hd id="AN0180993014-7">Nature and importance of life skills (research questions 1 and 2)</hd> <p>In the forthcoming section, Table 1 presents the results for the importance and meaning of skills as mentioned by parents. The contents of this table will subsequently be described further and exemplary illustrated with statements by parents.</p> <p>Table 1. Parents' perception about life skills' importance and need.</p> <p> <ephtml> <table><thead><tr><td>Themes (skill category)</td><td>Sub-themes (subskills)</td><td>Expectations (mostly positive; including role of parents and schools/education or others)</td><td>Fears or worries (negative)</td></tr></thead><tbody><tr><td>Creative thinking/critical thinking (CRT)</td><td><list list-type="Bullet"><list-item><p>Identify critical problems and possible solutions</p></list-item><list-item><p>Handle challenging or tricky situations</p></list-item><list-item><p>Use technologies effectively</p></list-item></list></td><td>Yes, It is very important and children should be able to think critically thinking and practice in their life to: <list list-type="Bullet"><list-item><p>get adjusted in the society and excel in all walks of life;</p></list-item><list-item><p>develop a confident, mature and strong personality;</p></list-item><list-item><p>gain confidence and learn how to face different situations;</p></list-item><list-item><p>keep a pace with the changing world</p></list-item><list-item><p>develop awareness of modern innovations and rapid growth.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Children are unable to handle challenging situations.</p></list-item><list-item><p>Avoid excessive and misuse of technologies.</p></list-item></list></td></tr><tr><td>Decision making/problem solving skills (DM)</td><td><list list-type="Bullet"><list-item><p>Plan the things before performing some tasks</p></list-item><list-item><p>Discuss or take opinions from others</p></list-item><list-item><p>Give the importance to others opinions</p></list-item><list-item><p>Resolve conflicts and clashes by themselves</p></list-item></list></td><td>Yes, very important skills. Students must be good in planning and decision making so that they can: <list list-type="Bullet"><list-item><p>face upcoming challenges in a better way;</p></list-item><list-item><p>should take help from others' point of views for better decisions;</p></list-item><list-item><p>spare some time for brainstorming that could lead them to logical situations and results in success;</p></list-item><list-item><p>hear others' opinions, which may be valid and can assist them in decision-making;</p></list-item><list-item><p>be able to resolve conflicts as early as possible and handle their all conflicts;</p></list-item><list-item><p>be able to make decisions at their own.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>If children feel difficulties, they should seek help from elders.</p></list-item></list></td></tr><tr><td>Interpersonal/communication skills (IPC)</td><td><list list-type="Bullet"><list-item><p>Express feelings, ideas and opinion openly</p></list-item><list-item><p>Appreciate others' viewpoints</p></list-item><list-item><p>Communicate effectively</p></list-item><list-item><p>Give logical arguments to convince others</p></list-item></list></td><td>Yes, children should be given freedom to share their views and opinion, use arguments, and have ability to convince others. It is also very important to learn how to appreciate others' views and thinking because: <list list-type="Bullet"><list-item><p>it is important for shaping a balanced personality;</p></list-item><list-item><p>they should learn to express themselves to avoid negative thinking or aggression</p></list-item><list-item><p>if they respect and give importance to others, they will get it back;</p></list-item><list-item><p>they will build their tolerance and communication skills;</p></list-item><list-item><p>it gives confidence to face any situations and solve various problems.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Children should be friendly with their parents but within limits.</p></list-item><list-item><p>Children should express their feelings in appropriate way</p></list-item><list-item><p>Arguing at this stage is not good.</p></list-item><list-item><p>A child should not argue in every matter because they are in immature age.</p></list-item></list></td></tr><tr><td>Self-awareness/empathy skills (SAE)</td><td><list list-type="Bullet"><list-item><p>Know their own strengths and weaknesses</p></list-item><list-item><p>Demonstrate Respectful Behavior towards individuals of diverse backgrounds</p></list-item><list-item><p>Feel the problems and pains of other people</p></list-item><list-item><p>Understand their own and others' rights and responsibilities</p></list-item></list></td><td>Yes, it is very necessary for students to have self-knowledge and behave in humble and positive manner. Children should be able to treat all people equally and understand others' feelings. This skill helps them to: <list list-type="Bullet"><list-item><p>Should be able to manage their life</p></list-item><list-item><p>develop self-realization, which is the first step towards improvement and prosperity;</p></list-item><list-item><p>to get adjusted anywhere and in any type of situation;</p></list-item><list-item><p>engage in emotional and mental developments;</p></list-item><list-item><p>to take care and understand others' feelings is very important for their moral development;</p></list-item><list-item><p>Teachings of Holy Prophet are there as we can't differentiate on the basis of caste color or race.</p></list-item><list-item><p>Knowing how other feel will help them to make various decisions.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Children can't understand differences because they are not enough grown to understand others' feeling.</p></list-item><list-item><p>It is difficult especially for this age group to think about their or others' rights and responsibilities.</p></list-item></list></td></tr><tr><td>Coping and self-management (CSM)</td><td><list list-type="Bullet"><list-item><p>Manage work independently</p></list-item><list-item><p>Show proactive behavior, particularly when face difficult or uncertain situation</p></list-item><list-item><p>Improve themselves instead of changing others</p></list-item><list-item><p>Manage failure/disappointment</p></list-item></list></td><td>Children are expected to be perfect and manage their work independently, try to change himself instead of criticizing others, and must have courage to accept one's failure and cope with negative feelings. It is important to: <list list-type="Bullet"><list-item><p>take decisions and perform their tasks independently;</p></list-item><list-item><p>take initiatives and handle the situations positively and calmly;</p></list-item><list-item><p>face the challenges in life</p></list-item><list-item><p>change themselves and others, which will be a positive and healthy activity;</p></list-item><list-item><p>be bold, confident, and ready to overcome their weaknesses;</p></list-item><list-item><p>control negative feelings and move forward courageously; and</p></list-item><list-item><p>learn from mistakes to avoid future disappointment.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>It is hard for young children to manage their tasks independently</p></list-item><list-item><p>Somehow, children are not independent.</p></list-item><list-item><p>It is not necessary to take initiatives in risky situations.</p></list-item></list></td></tr><tr><td>Other Life Skills</td><td><list list-type="Bullet"><list-item><p>Sharing with others, respecting others' opinions and positive approach towards life.</p></list-item><list-item><p>Not to be extremist but follow the middle path in every walk of life. Be brave, be confident, and be consistent and courageous.</p></list-item><list-item><p>Sportsmanship.</p></list-item><list-item><p>Giving space to others, thinking honestly and do their work with full devotion</p></list-item><list-item><p>Follow the Islamic teachings and principles.</p></list-item><list-item><p>Ethics, manners and disciplined confidence, punctuality and hard work.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>Table 1 illustrates that most of parents recognized all of life skills as very important for children's overall wellbeing and empowerment. It was emphasized that young children should be able to take decisions, solve their problems, accept the consequences, and handle different situations. Moreover, participants expressed that, children need to <emph>'plan the things before performing some tasks'</emph> because it could lead their life towards success. As one parent expressed '<emph>successful individuals engage in planning; makes tasks simple and easy; and results in success.'</emph> However, several parents expressed that, typically, secondary school children are not adept at independently handling or resolving various types of conflicts they encounter.</p> <p>Participants also suggested that secondary school children need to know how to express their feelings and ideas freely, respect others and realize others' rights, be concerned, and adjust in different environment and social setups. For these all they need to possess 'interpersonal and communication skills and healthy argumentation. Parents expressed that, young child "should be allowed to express their feelings freely; and need to <emph>confident and straight forward enough to share their ideas"</emph>. Nevertheless, some parents conveyed the opinion that secondary school children may not have matured enough to articulate their emotions, thoughts, and opinions adequately. The majority of parents emphasized the <emph>"crucial significance of fostering responsibility in their children"</emph>, as it plays a vital role in shaping them into responsible citizens, contributing to the development of a healthy society. Nevertheless, a small group of parents were in the opinion that their children are not grown up enough and even not educated to realize their own and others' responsibilities. They also stressed that children need to be careful while talking to their parents and think before they talk to the elders.</p> <p>Most parents emphasized that secondary school students should have a strong sense of 'self-awareness, manage their negative emotions and feelings, cope positively with stressful situations, and take responsibility for their actions and decisions. By knowing their own strengths and weaknesses children will be able <emph>'to excel in their life because this would enable them to make right decisions and manage their life; and avoid unwanted situations.'</emph> Most of the participants endorsed that young child should be able to take initiatives especially in challenging situations because this skill gives them confidence and would enable them to handle unexpected situations and take appropriate initiatives. Furthermore, participants highlighted that this transitional period of students is considered as difficult phase to cope with their depression, sadness, and peer group pressures. Students at this stage should possess the capability to effectively manage their emotions, feelings, and various aspects of their lives. But some parents expressed that most of children at this stage cannot manage their emotions, feelings and work because they are too young for it. A small group of parents expressed their own over-protective attitude and stated that <emph>'to take initiatives in risky situations might be harmful for their children'.</emph></p> <p>The participants were requested to express their perspectives regarding additional life skills they deemed significant for secondary school students. They suggested <emph>'Children must not be rebel or extremist but follow the middle path in every walk of life'; 'be brave, be confident, and be consistent and courageous.'</emph> Some parents uttered <emph>'Giving space to others, thinking honestly about the issues and doing their work with full devotion is required for their own and country's progress'</emph>. Most of participants emphasized students should be able to <emph>'follow the Islamic teachings and principles'</emph>; '<emph>courage, ethics, manners and disciplined'</emph>; and '<emph>Confidence, punctuality and hard work</emph>'. These expressions of participants illustrate their concerns also about the character, moral, and religion-related life skills development of students at secondary level.</p> <hd id="AN0180993014-8">Role of parents/schools (research question 3)</hd> <p>Participants were asked to share their views on the potential role of parents, teachers and for effective life skills development among students and their overall wellbeing. The overall trends in the answers are presented in Table 2.</p> <p>Table 2. Expected role of parents and schools (teachers).</p> <p> <ephtml> <table><thead><tr><td>Role of parents</td><td>Role of schools and teachers</td><td>Mutual roles</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>We should keep an eye on the children and allow them to use technologies under supervision.</p></list-item><list-item><p>As parents we should be aware of our children's activities</p></list-item><list-item><p>We have to guide them at every step</p></list-item><list-item><p>Being parents, we should consider life skills as most important aspect of child development</p></list-item><list-item><p>Parents need to realize that only academic achievements are not the key for successful and happy life.</p></list-item><list-item><p>Parents should be friendly and spend some time with their children.</p></list-item><list-item><p>Parents need to show confidence on their children and assign them various responsibilities.</p></list-item><list-item><p>Parents should involve children in various household tasks and decision-making.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Teachers need to be trained for effective teaching of life skills.</p></list-item><list-item><p>Schools should have separate moments in their schedule for life skills related teaching.</p></list-item><list-item><p>Teachers need to organize such activities and learning experiences through which students get chance to be participative and practice every skill.</p></list-item><list-item><p>Schools need to make life skill education an important part of the overall evaluation of students' learning and allocate some marks/grades to it.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>The guidance of the elders is always needed.</p></list-item><list-item><p>Parents/schools need to provide guidance on how to cope with failure.</p></list-item><list-item><p>Elders must encourage children.</p></list-item><list-item><p>Parents and teachers collectively need to play a significant role in successful life skills teaching to students, because only one-sided efforts could not be fruitful.</p></list-item><list-item><p>A strong collaboration of both groups is more important for successful life skills development among secondary school students.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>Participants of the study stressed that parents and teachers both are very important stakeholders or actors to help students in developing essential life skills. Both groups need to recognize the significance of life skills for their students and engage them in diverse experiences relevant to real-life situations. It was emphasized that young children should be provided with such learning experiences that enable them to take decisions, solve their problems, accept the consequences, and handle different situations. Parents emphasized to provide training to students at school as well as at their homes to deal with others with <emph>'respect and politely'</emph> because this is an important part of a balanced personality and moral development. Participants also expressed that young student must be trained to 'understand their and others' rights and responsibilities'. Parents are required to be responsive to their children, give them ample time to listen and discuss their everyday life experiences. Moreover, the parents also suggested that secondary school children must be trained to express their feelings and ideas freely, to show respect others and to be aware of the rights of others, be concerned, and adjust themselves in different environments and social setups. Participants also emphasized that students at this stage need to be trained to learn from their mistakes, cope with their failure and move forward with courage and new strengths. As expressed, <emph>'yes; children should accept their failure and try to learn from their mistakes to improve themselves'</emph>. Furthermore, participants highlighted that this transitional age is a difficult phase for students to cope with their depression, sadness, and peer group pressures; therefore, students at this age need special training and assistance from their parents and teachers to manage their emotions, feelings, and various affairs of their life in effective way. Teachers are required to receive training in effectively teaching life skills, incorporate life skills education explicitly throughout the teaching and learning process, and assess and provide feedback or grades for these skills. Teachers are expected to '<emph>help students in making decisions and provide them confidence to take decisions of their life'</emph>. Most of the participants emphasized that parents and teachers collectively are responsible for effective life skills training among students, as expressed: <emph>'teachers and parents both have to play their role in training their children to solve their problems effectively'</emph>. The results indicated that Participants emphasized that life skills development among students is the mutual responsibility of both parents and teachers because they have very close relationship with children and have great influence on the overall personality grooming of the children. However, the nature of the study was an exploratory and the goal was not to generalize the results. After analyzing a certain number of interviews and responses, it was noticed that the responses have reached at saturation point and some new insights/elements have emerged, which indicated a considerable size and diversity in sampling. The results of the study contribute a substantial size in knowledge development and concerns related to the need of parental and teachers' roles in contributing the overall wellbeing of students and their comprehensive personality development.</p> <hd id="AN0180993014-9">Discussion and conclusions</hd> <p>In accordance with the research inquiries of the investigation, this segment presents the primary discourse and findings. The first and second research questions investigated how important parents perceived various life skills as tool for the empowerment of secondary school students and why. It was established that all parents emphasized the importance and need of all life skills (critical and creative thinking; problem solving and decision-making skill; communication and interpersonal skills; empathy and self-awareness; and self-management and coping skills) for their young children because they thought that for todays' challenging world, it is very important to empower children so that they can lead their lives successfully and peacefully. This aligns well with the importance that is stressed in the literature. Kumar ([<reflink idref="bib18" id="ref33">18</reflink>]), for example, endorsed that, students at this age are going though very challenging phase of their life and often face confusions, group pressures, lack of awareness, and lack of proper guidance that leads them towards tragic ends like juvenile justice, use of alcohol, drug addiction, and many anti-social activities and even suicides. Several other researchers have also indicated that 'through imparting essential life skills, the children will be enabled to deal effectively with various difficulties in their life' (Nasheeda et al., [<reflink idref="bib25" id="ref34">25</reflink>]; Shek et al., [<reflink idref="bib34" id="ref35">34</reflink>]). In addition, while parents mentioned some other types of skills, overall, the five main categories of life skills were well supported. Finally, no specific category was deemed more important than another. This aligns with prior assertations that life skills should be broader than just focusing on health (Akyeampong, [<reflink idref="bib2" id="ref36">2</reflink>]; Khushik & Diemer, [<reflink idref="bib16" id="ref37">16</reflink>]; Yazici & Stancer, [<reflink idref="bib42" id="ref38">42</reflink>]).</p> <p>The third research question was 'how do parents understand their own role and the role of the school (teachers) in stimulating the different types of life skills' and it was concluded that life kills development is not a sole responsibility of any, but a mutual responsibility of both parents and schools. Participants were in the opinion that parents and teachers are both key players who need to be well awarded and conscious about the ways through which they can help children to learn these important skills. Many researchers have stressed the capacity of life skills education to empower the students and enabling them to bridge the gap between capabilities and demands of challenging situations of their life (Akyeampong, [<reflink idref="bib2" id="ref39">2</reflink>]; Duz & Aslan, [<reflink idref="bib10" id="ref40">10</reflink>]). Singh and Menon ([<reflink idref="bib36" id="ref41">36</reflink>]) explained that life skills education (LSE) enables the students to face the demands of this challenging world and deal with various issues courageously in such a way that lead them towards comfort and success. Strikingly, parents were not very concrete as to what the precise role division should be and how they themselves and schools should teach life skills education. As indicated in the theoretical section of this manuscript, various learning theories provide suggestions for this. Barbara ([<reflink idref="bib3" id="ref42">3</reflink>]), for example, emphasized that parents and teachers can promote critical thinking and reasoning skills among learners through employing interactive and participatory teaching methods and by providing real-life learning experiences or examples. This will help in preparing individuals for socialization and transforming social norms, providing children with opportunities to learn life skills and practice them in their daily life which will guide them to handle complex matters of their life (Kumar, [<reflink idref="bib18" id="ref43">18</reflink>]; Nivedita & Singh, [<reflink idref="bib26" id="ref44">26</reflink>]; Rasheed, [<reflink idref="bib33" id="ref45">33</reflink>]; Tan, [<reflink idref="bib38" id="ref46">38</reflink>]). Many national and international studies have stressed that it is very important for parents and teachers to play mutual roles in the development of interpersonal skills such as empathy, effective communication, self-discipline and self-control, which positively contribute to empower the students (Bharath & Kishor, [<reflink idref="bib5" id="ref47">5</reflink>]; Byrne & Carthy, [<reflink idref="bib6" id="ref48">6</reflink>]; KIE, [<reflink idref="bib17" id="ref49">17</reflink>]; Taneri, [<reflink idref="bib39" id="ref50">39</reflink>]). Some researchers rightly pointed out the fact that parental and schools' roles significantly influence in molding social and moral values among children who are unfortunately incapable of equipping them with essential skills that are required in their real-life (Singh & Gera, [<reflink idref="bib35" id="ref51">35</reflink>]; Singh & Menon, [<reflink idref="bib36" id="ref52">36</reflink>]). The results of the study, moreover, pointed out the need for a good coordination among parents and schools for providing life skills related experiences to the children that is also reflected in the study of Denham et al. (2012), who highlighted that parent assist children to develop their emotional competencies, which later provide strong foundation for their cognitive a social development, and that teachers should work as agents to promote social and interpersonal skills among students.</p> <hd id="AN0180993014-10">Recommendations</hd> <p>The study findings indicated a high level of concern among the participants regarding the development of life skills among secondary school children. They consider each and every life skill a key tool to empower young students with psychological, emotional, cognitive, and social competencies to live a balanced, happy, and successful life. So, it is recommended that life skills related experiences need to be explicit part of secondary school students learning and training. Parents and teachers may be provided with relevant workshops and trainings which could enable them to realize the importance of essential life skills and equip them with certain competencies for promoting these skills among secondary school students. This would contribute to the holistic development of students and enhance their ability to effectively address daily challenges.</p> <p>However, this study was limited to only secondary school-level students and only group of parents; for a more comprehensive overview, future researchers may conduct research on a broader scale, involving multiple school types such as primary, middle, and high school; various groups of stakeholders (students and teachers). Although, participants talked about the expected roles of parents and school (and joint roles), they did not express much about how precisely this should/can be done, or how these roles should be divided. This urges for more research to further understand how this role division is seen or might be realized. Moreover, future researchers may try to get a broader picture of life skills education by comparing parents' and teachers' perceptions and by comparing these perceptions with their actual roles in successful promoting life skills among students. However, this study's implications could be valuable for national and international contexts, offering a broader perspective for training and interventions in schools and for parents related to the life skills education. It draws attention to the significance of life skills education for policymakers, especially in nations dealing with complex challenges, internal disparities, and diverse circumstances. These findings provide insights that are relevant not only within specific countries but also on the international stage, emphasizing the importance of considering local contexts for global strategies.</p> <hd id="AN0180993014-11">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0180993014-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref20" type="bt">1</bibl> <bibtext> Adhiambo, L. P. (2013). Implementation of Life Skills Education in Secondary School in Uriri and Awendo Districts, Migori County Kenya. [ Master's thesis ], Kenyatta University.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref36" type="bt">2</bibl> <bibtext> Akyeampong, K. (2014). Reconceptualised life skills in secondary education in the African context: Lessons learnt from reforms in Ghana. 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  Data: Parents' Perceptions of Life Skills Education for Empowering Secondary School Students: A Qualitative Exploration
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  Data: <searchLink fieldCode="AR" term="%22Fatima+Maqsood%22">Fatima Maqsood</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3339-307X">0000-0002-3339-307X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fatima+Batool%22">Fatima Batool</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7976-2865">0000-0001-7976-2865</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samina+Malik%22">Samina Malik</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pastoral+Care+in+Education%22"><i>Pastoral Care in Education</i></searchLink>. 2024 42(4):534-549.
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– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Daily+Living+Skills%22">Daily Living Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Responsibility%22">Educational Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan+%28Islamabad%29%22">Pakistan (Islamabad)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02643944.2024.2318759
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0264-3944<br />1468-0122
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the parents' perceptions about the meaning and importance of various life skills education as tool for empowering young children, and about the role of schools and parents in stimulating these skills. The study was qualitative, involving a sample of 30 parents of secondary-level students selected through convenience sampling. Data were collected through a semi-structured interview and the obtained responses were analyzed through thematic analysis. It was established that most parents considered life skills as key to empowering young students and that is why all types of skills were deemed equally important. Parents also expressed their concerns and reflected that most children were lacking these skills and that both, schools as well as themselves, should play a role in training these skills. The study highlights the importance of a strong partnership between parents and teachers in imparting life skills to young students and emphasizes the need for collaboration, shared responsibility, and explicit integration of life skills into the education system to empower the next generation. So, it is recommended that life skills related experiences need to be an explicit part of the training and learning of children and that parents and teachers need to collaborate strongly in this to make it a success story.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1450537
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1450537
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02643944.2024.2318759
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 534
    Subjects:
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Daily Living Skills
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: School Role
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Educational Responsibility
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pakistan (Islamabad)
        Type: general
    Titles:
      – TitleFull: Parents' Perceptions of Life Skills Education for Empowering Secondary School Students: A Qualitative Exploration
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Fatima Maqsood
      – PersonEntity:
          Name:
            NameFull: Fatima Batool
      – PersonEntity:
          Name:
            NameFull: Samina Malik
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0264-3944
            – Type: issn-electronic
              Value: 1468-0122
          Numbering:
            – Type: volume
              Value: 42
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Pastoral Care in Education
              Type: main
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