Family participation and socioemotional development in fifth-grade students in a Colombian rural context
DOI:
https://doi.org/10.69821/rer.v3i1.36Keywords:
rural education, Colombian primary school, socioemotional skills, school-family bondAbstract
Education in rural Colombia faces challenges related to social inequality, geographic dispersion, and resource scarcity, factors that impact students' academic trajectories and socio-emotional well-being. Within this framework, family and school are recognized as key agents of holistic child development, especially in building the socio-emotional skills necessary for coexistence, self-regulation, and learning. This essay analyzes the impact of family involvement on the development of these skills in fifth-grade students at the Líbano Rural Educational Institution in San Alberto (Cesar). Using a qualitative approach with a socio-critical perspective, the essay reviews theoretical contributions on family, rural education, and socio-emotional skills, along with recent studies from the Caribbean region and the department of Cesar. It argues that, despite job insecurity and the structural limitations faced by many families, their involvement can foster empathy, emotional self-regulation, and positive school relationships when intentionally integrated with the Institutional Educational Project. In conclusion, strengthening family-school ties in rural contexts contributes to the improvement of academic learning and constitutes a central strategy for comprehensive education and the transformation of community living conditions.
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Copyright (c) 2026 José Carlos Miranda Camacho, Katherin Yuseidy Fontalvo Peña, Carmelo de Jesús López Cano (Autor/a)
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