The purpose of this study was to identify different aspects of family context, ranging from the socioeconomic level (SEL) up to the expectations regarding the future of the children, which might be influencing their academic performance. For such purpose, the studied population consisted of two groups of 20 children each: a low academic performance (LAP) group and a high academic performance (HAP) group. A questionnaire was used to assess the SEL, parents' schooling and family structure, and an interview form investigated the child's developmental history. The results show that, overall, the family environment of children from the LAP group tend to exhibit a greater number of misfortunes ever since their conception and their families present lower SEL and schooling. On the other hand, families of the children from the HAP group provide more material support and stimulation for development of the children. In addition, their mothers have greater participation in the parents-teachers meetings.
academic performance; family environment; schoolchildren; learning difficulties; risk factors
