Background Parents’ and other primary caregivers’ involvement in children’s education is a key determinant of children’s academic outcomes and a major goal of education systems worldwide. However, the current literature lacks a broad understanding of what formal educational involvement means for parents in West African settings, and the factors that drive or limit their involvement. Understanding caregivers’ perspectives and the factors that drive their involvement is essential for developing effective policies and interventions. Methods We conducted focus group discussions with 132 caregivers from rural and peri-urban communities in three regions of Ghana. Participants were purposively recruited and data were analyzed using thematic analysis. Results Caregivers primarily viewed their role as providing basic needs and school materials. However, caregivers with higher education discussed supporting their children’s homework. Caregivers’ involvements were constrained by four types of barriers: social and economic, caregiver and family, educational system, and child-level factors. Conclusion Our findings can inform culturally responsive education policies and interventions in Ghana and other similar low-resource settings.
Avornyo et al. (2026) studied this question.