Supporting school engagement for Afghan refugee parents in Newfoundland and Labrador

As global displacement increases, the integration of refugee families into education systems has become a growing concern. This thesis examines how Afghan refugee parents engage with Canadian schools in Newfoundland and Labrador, a province experiencing significant demographic change. It asks: how do refugee parents perceive school involvement, and what forms of social capital help or hinder their participation? Guided by James Coleman’s theory of social capital, this qualitative study draws on multiple interviews with seven Afghan parents. Findings reveal that while parents initially relied on home-based support shaped by past norms, many gradually adapted to the Canadian school system. Trustbuilding, culturally responsive communication, and community-based resources emerged as key enablers of involvement. Persistent challenges, including language barriers and inconsistent translation, continued to limit full engagement. The study shows that parental involvement is a dynamic process rooted in obligation, resilience, and adaptation. It underscores the value of relational practices and inclusive strategies in bridging cultural and systemic gaps. Beyond academic contribution, this research offers practical insights for educators and policymakers seeking to foster refugee inclusion. As schools work to reflect their communities’ diversity, this thesis provides a foundation for creating more equitable and supportive school–family partnerships in under-researched, sub (urban) regions of Canada.