Parent/guardian engagement in schools is critical for children's academic success and social–emotional development. Some parents, however, are more engaged than others, suggesting that these parents/guardians may experience a different process of engagement than those who are less engaged. Empowerment theory offers a lens to understand parent/guardian engagement in schools, emphasizing that parents/guardians who experience greater empowerment in relation to their children's schools may be more engaged. This study developed and tested the Parent/Guardian Empowerment in Schools Scale (P/GES). Results revealed that P/GES is a psychometrically sound measure of parent/guardian empowerment in schools. Social workers may use P/GES to inform their practice with parents/guardians and to advocate for services in their communities to improve parent/guardian empowerment.
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