ASSESSING THE ABSENCE OF PARENTAL INVOLVEMENT ON CHILDREN'S ACADEMIC PERFORMANCE IN LILONGWE AREA 25 KALAMBO PRIMARY SCHOOL

This study showed how children's academic performance at Kalambo Primary School in Lilongwe Area 25 was affected by low parental involvement, recognizing the vital role that parental involvement plays in educational success, which is often hindered by socioeconomic factors in the local setting. A pilot study was carried out to improve the interview tools before interviews with students, instructors, administrators, and parents or guardians were used to collect data using a qualitative research approach and a descriptive research design. Data interpretation was done by thematic analysis, and the study was conducted under strict ethical guidelines that included confidentiality and informed consent. The results showed a notable lack of parental involvement which was mostly as a result of communication and socioeconomic limitations, which were clearly linked to poorer academic achievement, decreased student motivation, and irregular attendance at school. According to the study's findings, this low level of involvement seriously harmed children's academic performance. As a result, certain strategies for communication and tools were suggested to enable parents to actively promote learning at home and in the school community. The suggested interventions aim to build a stronger bridge between the school and families. These include regular parent-teacher meetings, workshops on supporting learning at home, and the use of simple, low-cost communication channels like SMS updates. Fostering this partnership is essential for creating a consistent support system for each child, which can transform their educational experience and long-term outcomes, ultimately contributing to community development through a better-educated future generation and empowering all stakeholders involved.