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Tracking Secondary School Students: A Qualitative Investigation of an Online Student Monitoring System with Parent Portal

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Title: Tracking Secondary School Students: A Qualitative Investigation of an Online Student Monitoring System with Parent Portal
Language: English
Authors: Eline M. Meuleman (ORCID 0000-0002-9118-6773), Ina M. Koning, Danique M. Heemskerk, Vincent Busch, Maartje M. van Stralen
Source: Journal of School Health. 2026 96(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, Progress Monitoring, Educational Technology, Parent Participation, Parent Student Relationship, Student Attitudes, Parent Attitudes, Foreign Countries, Secondary School Teachers, Parent Teacher Cooperation, Teacher Attitudes
Geographic Terms: Netherlands
DOI: 10.1111/josh.70097
ISSN: 0022-4391
1746-1561
Abstract: Background: The transition to secondary school brings academic and social challenges, with student monitoring systems offering real-time insights to enhance communication between students, parents, and teachers. While these systems improve tracking and support, their effects on student autonomy, wellbeing, and parent-child dynamics are understudied. Methods: This exploratory research examines the perspectives of five students, seven parents, and twelve teachers using Dutch secondary school systems with parent portals, by conducting semi-structured interviews. Results: Results of the interviews show benefits such as improved teacher communication and better parental support for students but also challenges such as increased teacher workload and concerns over student privacy, autonomy, and well-being. Implications for School Health Policy, Practice, and Equity: Schools should balance the benefits of student monitoring systems with their impact on autonomy and well-being. While progress tracking is valuable, unrestricted parental access may lead to over-monitoring. Limiting access to designated times (e.g., four times a year) can preserve student independence while keeping parents informed. Conclusion: The study highlights the need for balanced system design to protect students' wellbeing and autonomy while enhancing educational collaboration.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491975
Database: ERIC
FullText Text:
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  Data: Tracking Secondary School Students: A Qualitative Investigation of an Online Student Monitoring System with Parent Portal
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  Data: <searchLink fieldCode="AR" term="%22Eline+M%2E+Meuleman%22">Eline M. Meuleman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9118-6773">0000-0002-9118-6773</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ina+M%2E+Koning%22">Ina M. Koning</searchLink><br /><searchLink fieldCode="AR" term="%22Danique+M%2E+Heemskerk%22">Danique M. Heemskerk</searchLink><br /><searchLink fieldCode="AR" term="%22Vincent+Busch%22">Vincent Busch</searchLink><br /><searchLink fieldCode="AR" term="%22Maartje+M%2E+van+Stralen%22">Maartje M. van Stralen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 8
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
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  Data: 10.1111/josh.70097
– Name: ISSN
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
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  Data: Background: The transition to secondary school brings academic and social challenges, with student monitoring systems offering real-time insights to enhance communication between students, parents, and teachers. While these systems improve tracking and support, their effects on student autonomy, wellbeing, and parent-child dynamics are understudied. Methods: This exploratory research examines the perspectives of five students, seven parents, and twelve teachers using Dutch secondary school systems with parent portals, by conducting semi-structured interviews. Results: Results of the interviews show benefits such as improved teacher communication and better parental support for students but also challenges such as increased teacher workload and concerns over student privacy, autonomy, and well-being. Implications for School Health Policy, Practice, and Equity: Schools should balance the benefits of student monitoring systems with their impact on autonomy and well-being. While progress tracking is valuable, unrestricted parental access may lead to over-monitoring. Limiting access to designated times (e.g., four times a year) can preserve student independence while keeping parents informed. Conclusion: The study highlights the need for balanced system design to protect students' wellbeing and autonomy while enhancing educational collaboration.
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    Languages:
      – Text: English
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        Type: general
      – SubjectFull: Progress Monitoring
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      – SubjectFull: Educational Technology
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Parent Teacher Cooperation
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