Does parental involvement make a difference?
In the two treatment groups (parent-interactive and parent non-interactive), the program effects appear to be the result of school-based curricula and of student self-determined intentions and behaviors, rather than the presence or absence of planned parental involvement. Whether or not structured or planned parental involvement becomes part of a school-based educational activity should perhaps be determined by (a) the existing level of parent-school interaction based on the nature of the community, (b) the amount of money readily available to follow through on a program of parent involvement without compromising on student programs, (c) the age of the child and the sensitivity of the issue, and (d) the ability of the parent/family to be involved effectively without extraordinary expense or sacrifice by either parent or school. Our findings speak to the positive role of the school regardless of parent participation.
Null hypothesis was not supported. A strong gradient was still found to exist among different socio-economic groups for various health-related behaviors in developed society like Hong Kong.