The family-school relationship in the development of students with SLI

The study recognized that parenting styles shaped relationships between families and children, influencing their social adaptation and learning. It highlighted that the family acted as the primary socializing agent, transmitting parenting models from generation to generation. The literature showed that consistent and affectionate parenting promoted self-esteem, confidence, and academic performance, while rigid or inconsistent guidelines generated insecurity and maladjustment in children.DevelopmentThe research indicated that parenting styles had a particular influence on children with Specific Language Impairment (SLI), who required a stable and supportive environment. It was evident that family dynamics, roles, and communication had an impact on overcoming this disorder. Authoritarian or neglectful parenting limited socio-emotional development, while a democratic style promoted resilience, motivation, and confidence. Likewise, it was emphasized that the family-school relationship was essential, given that active parental involvement strengthened educational intervention and facilitated academic progress. Inclusive public policies, such as Decree 170, supported the need for family and school support to ensure educational equity.ConclusionIn summary, it was concluded that parenting styles were a decisive factor in the overall development of children, especially those with SLI. Consistency between family and school made it possible to create supportive environments that transformed vulnerabilities into learning opportunities, contributing to the development of confident, resilient, and socially integrated students.