An exploration of non-native parents' experiences of the UK education system

This study aimed to explore the experiences and histories of non-native parents' and their navigation of the UK education system. Framed on sociocultural understandings of human behaviour, the research employed an interpretative epistemology. An interview re-interview process was carried out with a sample of South Asian mothers. A comprehensive thematic analysis revealed a number of key themes which contribute to a greater understanding of diverse-heritage parental aspirations and involvement. Cultural differences and barriers to inclusion were explored with emphasis on implications for schools and policymakers. The research suggests that it would be highly beneficial in promoting interaction between the community and schools if more attention is paid to helping both parents and teachers alike.