Impact of Parental Deprivation on Academic Success of Children: A Study of Public Primary Schools in Masaba South, Kenya

Abstract

This study investigated the relationship between parental deprivation and academic achievement among children from public primary schools. Using correlation and cross-sectional study designs, data were collected from 10 schools, involving 324 randomly selected children in grades 4 and 5. Results revealed a high prevalence of parental deprivation, with significant deficits in necessities, safety, shelter, educational resources, and parental care. Most children reported problems with clothing (95.1%), food (98.8%), safety (65.9%), shelter (34.7%), education (87.3%), quality time with parents (88.2%), and parental discipline (83.6%). Parental deprivation negatively impacted academic achievement. Grade level (Adjusted β = 0.1, 95% CI [-0.8, 1.0], p = .819) and age (Adjusted β = 0.5, 95% CI [-0.1, 1.0], p = .110) showed no significant associations with absenteeism or grades. However, difficulties affording shelter were a significant negative predictor of grades (aβ = -2.7, 95% CI [-2.8, -2.6], p < .001), while spending quality time with parents positively influenced grades (aβ = 0.4, 95% CI [0.2, 0.6], p < .001). The study demonstrated the need for comprehensive interventions addressing parental deprivation's material and education achievements. Recommendations include strengthening social safety nets, enhancing educational resources, promoting positive parenting practices, and addressing economic inequalities.