Journal of Instructional Pedagogies Volume 29

Teacher Perceptions of Academic Functioning in Children Raised by

Grandparents During a Pandemic
Sylvia Ozuna, Ed.D., Texas A&M University – Kingsville

Linda Challoo, Ed.D., Texas A&M University – Kingsville

Don Jones, Ed.D., Texas A&M University – Kingsville

Patricia Huskin, Ph.D., Texas A&M University – Kingsville

ABSTRACT

Nationally, more than seven million children are being cared for by grandparents. In
Texas alone, over 630,000 children live in homes where grandparents are the custodial
caretakers. In many cases, children placed in the home of grandparents lived in unpredictable
conditions with their parents. Factors contributing to removing children from their home
involved parents abusing drugs, incarceration, and violence. Studies have suggested that children
raised by grandparents experience increased academic, emotional, and behavioral difficulties
than their peers. With students already experiencing traumatic changes, teachers’ perceptions can
impact how they educate the child. Furthermore, some studies have shown that teacher
perceptions of non-traditional families appear to be unfair and biased. It tends to emphasize
particular populations and does not compare teacher perceptions across various groups. With the
coronavirus disease 2019 (COVID-19) and the closing of schools, the learning gap has widened.
In addition, the closure of schools has had damaging consequences for children who are living in
poverty and is likely to worsen inequalities. Studies have suggested that teachers can influence
how students learn, and student behaviors can influence the way teachers teach. This study used
a qualitative case study approach that focused on a school district in South Texas. Ten elementary
teachers from grades 1 through 4 participated in this study. The researchers examined the
perceptions and experiences of teachers toward students’ academic progress and behaviors of
children raised by grandparents and those of their peers. With the increasing numbers of
grandparents raising grandchildren, additional research is needed to understand better and
address the needs and concerns of these caretakers. Recognizing the vital role that grandparents
have in raising children that are at most vulnerable and exposed to higher risks should be a
beginning. Additionally, it is important for administrators to provide teachers with the proper
training to be able to deliver instruction to students without bias. Providing educators with a
variety of strategies and interventions can help pave the way for success in education.

Keywords: grandparents raising grandchildren, teacher perceptions, behaviors, poverty, student

achievement

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INTRODUCTION

In America, over seven million children who are under the age of eighteen happen to be
in the care of grandparents (Edwards, 2018). Additionally, the number of grandparents becoming
custodial caregivers is expected to increase (Dare et al., 2020). As more grandparents take on the
role of caring for their grandchildren and are enrolled in public schools, it is important that
educators understand the opposing circumstances that hinder children’s educational success
(Peterson et al., 2019). Adjusting and adapting to this challenging role can be a difficult process
for both the grandparent and grandchild (Choi et al., 2016). While children who are removed
from their parents’ home experience a difficult change, there are benefits when they are placed
with grandparents. These benefits include consistency, less severance, and staying connected
with other family members (Dare et al., 2020). Furthermore, children who have the support of
extended family are more likely to have a positive outlook throughout their lives (Dare et al.,
2020).
There are various reasons why children are placed in the care of grandparents. One
common driver that has contributed to this arrangement has been the growing drug epidemic that
has permeated many families (Generations United, 2018). Consequently, the growing abuse of
opioid and heroin addiction has impacted families across the United States. Grandparents taking
on the role of primary caregivers are likely to face many critical and challenging obstacles. Due
to the increase in children living in homes with grandparents, it has become important to
understand the role that grandparents play and how it affects children at home and at school.
Understanding the perceptions that teachers are likely to experience can provide educators and
administrators with the opportunity to provide them with resources that will empower the family
and the well-being of their grandchildren.

PURPOSE OF THE STUDY

Currently, limited information exists on the perceptions of teachers regarding the

academic needs of schoolchildren who are living with grandparents. Most studies involving
grandparents discuss the relationship between grandchild and grandparent. While these studies
have provided valuable data on grandparents, this qualitative study brought about a reflective
comprehension of the perceptions and practices of teachers regarding the academic functions,
including the social, emotional, and behavior issues in children raised by grandparents in
comparison to their peers.
Research has suggested that teacher expectations can influence the approach they use to
teach their students (Wang et al., 2020). Furthermore, in this study, “evidence has suggested that
teachers form their expectations based on factors including student academic achievement, and
classroom engagement and behaviors” (Wang et al., 2020, p. 1). Other factors include the
student’s socioeconomic status (SES), background, gender, appearance, and other characteristics
(Wang et al., 2020). In yet another study, Ho and Cherng (2018) noted that teacher perceptions of
the students’ family life appeared to influence teaching efficacy and expectations of students.
In one study, Lee and Blitz (2016) revealed that grandparents cannot always engage with
the school system to identify services that would benefit their grandchildren. Furthermore,
Reynolds et al. (2003) revealed that when school administrators are not cognizant of family
circumstances, multigenerational families can be further weakened. Therefore, it is essential to

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explore and understand the family contexts of children raised by grandparents and how teachers
are approaching their academic needs.
Findler (2007) mentioned in one study that professional practitioners, including teachers,
are inclined to disregard the “potential contribution of the informal network in general, and
grandparents in particular,” to the well-being of children (p. 201). Studies do suggest that a
school environment has a significant influence on a child’s development through the interactions
of direct individuals, such as teachers (Sheras & Bradshaw, 2016). As a result, awareness
programs to help educators work with grandparent-headed families should be developed and
implemented.

RESEARCH QUESTIONS

To understand teacher perceptions of children raised by grandparents, the following

research questions guided this study:
RQ1. How do teachers perceive the academic progress and behaviors between students raised by
grandparents and those of their peers who are raised by other caretakers?
RQ2. How has the coronavirus disease 2019 (COVID-19) crisis impacted the academic progress
of students raised by grandparents as perceived by teachers?
This research used a basic qualitative approach focused on a case study design.
According to Merriam & Tisdell (2016), a case study is a practical method to investigate modern
phenomena in real-world situations. This study examined the perceptions of ten teachers toward
students’ academic progress and behaviors who were raised by grandparents. Studies have shown
that in the case of children cared for by grandparents, they often display academic difficulties
along with behavior problems (Peterson et al., 2019). Since the number of grandparents raising
children continues to rise (Edwards, 2018), the information gathered from this study will add to
the limited data available in this area of research.
The majority of the literature that was cited in this study was drawn from qualitative
studies on grandparent raising grandchildren (Choi et al., 2016; Doley et al., 2015; Edwards,
2018; Hill, 2012; Kelley et al., 2011; Lee et al., 2018; & Peterson et al., 2019). Because studies
seem to suggest that children raised by grandparents are more likely to face academic challenges
and exhibit behavior difficulties (Peterson et al., 2019), the information gathered allowed for a
deeper understanding of how teachers perceive the academic functioning and behaviors of
students who are being cared for by grandparents. In addition, this study is helping to fill a gap in
the limited studies available concerning the academic success of children who are living with
their grandparents.
The main researcher is a special education teacher with seven years of experience
teaching children with disabilities and behavior disorders. The researcher acquired most of her
teaching experience working in Title 1 schools. In working with this group of children, an
interest was prompted in the researcher when a difference in academic functioning and behaviors
were noticed in students being cared for by grandparents and students being cared for by their
natural parents. Therefore, a qualitative case study originated from the desire to learn from other
teachers if this was a characteristic of children raised by grandparents or if these concerns were
occurring among all students regardless of who was raising them. Recognizing that teacher
perspective and practices are influential factors on students, this study will add to the limited
research knowledge on this topic.

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SAMPLE

For this study, purposeful sampling was used for participant selection. McMillan and
Schumacher (2009) explain that “the researcher should select particular elements from the
population that will be representative or informative about the topic of interest.” They further
state that “subjects should be selected to provide the best information to address the purpose of
the study” (p. 138). The sample consisted of ten general education teachers teaching elementary
students from grades 1 through 4. The average years of classroom experience between all
teachers was about ten years. The research focused on elementary teachers working in a school
district in South Texas. Participants had either taught or were teaching students being raised by
grandparents. Initially, sixteen teachers were invited to participate in this study. Of the sixteen
teachers invited, two could not participate, and four did not reply to the invitation. Ten teachers
gave their consent and agreed to contribute.

INSTRUMENTATION

The qualitative research instrument designated for this study was a case study approach.
Due to the COVID-19 pandemic, interviews were conducted through a web-based platform. The
researcher utilized tailored questions that were developed from the research literature and
consisted of an open-ended format. The researcher developed a good rapport by being respectful,
nonjudgmental, and communicating appreciation for their participation. These are all important
factors for creating a successful interview process (Merriam & Tisdell, 2016).
Participant interview questions were noted on a word document. According to Creswell
and Creswell (2017), qualitative researchers are instrumental in gathering the information for
interpretation. The participants were sent the consent forms, which explained the study, the
requirements, and the procedures. When consent forms were acknowledged and signed, the
participants were sent the interviews questions to complete at their convenience.

RESULTS

This qualitative study provided teacher perceptions based on the analysis of ten teachers
who responded to questions. Their responses were based on current and or prior students. Email
communications were sent to ten different level elementary teachers to gather perceptions and
look for similarities or differences in their experiences in the classroom. Table 1 illustrates
participating teachers and the grade level they teach. Every teacher who participated in this study
was currently employed with a school district.

Table 1
Teacher Grade Levels
Number of Participating Teachers Grade Level
2 1st Grade

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3 2nd Grade
3 3rd Grade
2 4th Grade

The researchers compared the experiences of several grade-level teachers from four
different school campuses within the district. The first three interview questions were directed at
discovering information on how long teachers had been teaching, what made them decide to go
into the field of education, their ideal classroom setting, and what they expect from their
students. One teacher did not indicate the years of teaching experience they had, and therefore,
an email was sent to gather that information. No other teachers were contacted. Table 2 provides
the characteristics of each teacher based on the responses to interview questions one through
three.

Table 2
Teacher Characteristics
Teacher Characteristics
T1 14 years teaching; Inspired by her teachers; Students are on grade level; Follow
rules
T2 5 years teaching; Enjoys working with children; Having the needed resources;
Be ready to learn
T3 33 years teaching; Inspired by 1st grade teacher; Communication between
administrators and parents; Expects students to learn
T4 25 years teaching; Enjoys teaching; Having the needed resources; Students do
their best
T5 2 years teaching; Enjoys working with young children; Warm and inviting
classroom; Be ready to learn
T6 7 years teaching; Working as a substitute; Teaching and not worry so much
about STAAR testing; To make progress in 9 months
T7 2 years teaching; Inspired by school coach; Unlimited resources, support, and
parental involvement; Students do their best
T8 20 years teaching; Enjoys working with children; Small class size, student
collaboration, teacher is facilitating; Be a good student and learn
T9 2 years teaching; Enjoys working with children; Students feel confident and
have needed resources; Learn and collaborate
T10 2 years teaching; Enjoys working with children; Students feel confident and
have needed resources; Learn and collaborate

The teacher responses were first analyzed by using the method of open coding. A hard
copy of the responses was used to identify common phrases, similarities, and dissimilarities. The
emerging themes were identified and noted in a word document. Patton (2015; as cited by
Creswell & Poth, 2018) stated that using an analysis software would be easier for data analysis;
however, it is not required. Patton (2015; as cited by Creswell & Poth, 2018) also stated that “the
real analytical work takes place in your head” (p. 181).
The teacher responses were analyzed for similar phrases and or words. As the data
analysis continued by hand, six themes emerged. According to Saldana (2015), “a theme is an
extended phrase or sentence that identifies what a unit of data is about and or what it means” (p.
297). The themes were: needed resources, student learning, parent support/involvement, lack of

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computer skills, upbringing, and social interaction. After identifying the themes, a description
was presented for each one.

Theme 1: Lack of Resources

When resources are not available to the teacher and students, those who bear the burden are often
the students. For teachers to teach and students to learn, resources need to be made available to support
student proficiency. When teachers were asked to describe an ideal classroom, five teachers from different
grade levels who participated in this study noted that an ideal classroom would have the needed resources
that are needed to teach every student for them to learn. T2: “The ideal classroom is a room full of all
resources needed to make the lessons engaging and students that want to learn.” T4: “The ideal classroom
would have an abundance of resources and centers for children to learn from doing and exploring.” T7:
“In a perfect world setting, I would have unlimited resources and support.” T9: “An ideal classroom
would have a technology corner as well as centers. The walls would not be bare but instead full of
inspirational words and various learning concepts.” T10: “An ideal classroom is a place where students
feel confident. This would include a positive and organized teacher as well as resources to help all
students be successful.”

Theme 2: Student Learning

Teachers play an essential role in forming the learning environment and how children will learn.
When teachers were asked what they expected from their students, six teachers said they wanted to see
their students learn. T2: “My expectations are that all students come to school every day or log into Zoom
and be ready to learn.” T3: “I have high expectations for all my students and parents. I expect every child
in my classroom to learn.” T4: “I expect each student to work up to their potential and learn.” T5: “I
expect for my students to challenge themselves, be confident in their choices, and be ready to learn new
things each day.” T6: “I expect my students to grow in nine months.” T10: “I expect students to take
responsibility for their actions, learn, and collaborate with each other in class.”

Theme 3: Parent Support/Involvement

One of the themes that emerged from this study was parental support and or involvement. When
teachers were asked about their biggest challenge as a teacher, four of the ten teachers stated that it was
the lack of parental involvement. T1: “My biggest challenge as a teacher is the lack of parental
involvement.” T2: “My biggest challenge is not having a lot of parent support.” T4: “My biggest
challenge as a teacher would be parent involvement. It would be great to have parents do their part at
home.” T8: “Lack of communication with parents and staff.”

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Theme 4: Technology Skills

When teachers were asked to share their experiences when working with grandparents in
comparison to other caretakers, the theme that emerged was technology skills. Today’s classroom looks
much different than your traditional classrooms of long ago. With the onset of the COVID19 pandemic,
technology has become an essential tool in how students are learning.
When examining teacher responses, eight teachers felt that grandparents lacked the technical
skills to help their grandchildren. T1: “It is hard for grandparents, especially when dealing with
technology and their work in general.” T2: Grandparents are supportive, but most of the time, they don’t
know what to do when it comes to schoolwork; and right now, they don’t understand technology.” T3:
“Most of my grandparents are “old school” and have high expectations for their grandchildren. Some of
them are “tired” and overwhelmed with technology issues.” T4: “Usually grandparents are less tech-
savvy, which lately has been an issue.” T5: “I have noticed that the student is more likely to receive
answers from the grandparents who are less tech-savvy than other caretakers.” T7: “This year, I have
accepted pictures of work or done one-to-one Zoom tutoring with the student because grandparents are
not tech-savvy as opposed to the traditional parent.” T8: “Grandparents tend to have more difficulty with
technology.” T10: “With all the technology students are using, the grandparents I have worked with are
scared to touch the technology.”

Theme 5: Upbringing

When teachers were asked about their perception of the academic differences between students
raised by grandparents and students raised by their natural parents, four teachers stated that students
raised by grandparents are likely to have more difficulty in school. T1: “Grandparents do not often have
the same experiences as they would with parents who might be younger. For example, reading to them,
helping with homework, playing outside games, or travel to places.” T3: “Most grandparents are more
lenient when it comes to discipline and more forgiving of their grandchild’s unacceptable behavior.” T8:
“Their belief system is from a different time than now. They may not understand a lot of what the student
likes/dislikes and is involved in.” T10: “Students being raised by grandparents are more likely not to push
themselves to reach their highest potential. Grandparents will trust their grandchild to have completed
assignments when it is not always true.”

Theme 6: Social Interaction

While teachers acknowledge that learning was the primary concern, teacher responses indicated that the
lack of social interaction could create further deficits in learning. T3: “The learning student lack the
social, emotional, and educational experiences that are so vital to their academic success.” T4: “I feel that
the interactions between students such as peer tutoring, learning games, and the use of manipulatives no
longer exist. We constantly have to keep in mind social distancing.” T5: “The students are not getting to
use physical manipulatives or interacting with each other.” T10: “One disadvantage is that students will
not always collaborate in groups because of technology distractions like cameras, google searches, games,
YouTube, and the ability to hide behind the camera.” When children learn appropriate social interactions,
the benefit is order and harmony. Even when students are in the classroom, social distancing is required,
and teachers are not allowed much close contact with students.

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COVID-19 Impact on Education

Not since the Spanish Flu has there been a malady that has disrupted society and its members.
The COVID-19 pandemic has unsettled the lives of businesses, educators, parents, and students across the
globe. In addition, teachers have an impression that the COVID-19 pandemic has stalled learning. T1
stated, “Students are lacking the physical manipulatives and hands-on material for success. Many parents
are doing the actual work for the students and what is being turned in is not a true picture of what the
students can do.” Teachers felt that while students are safe at home, there are too many distractions, and it
is often challenging to engage students in the instruction.
When it comes to the COVID-19 pandemic, educators and students have had to reorganize their
normalcy and adapt to a new way of learning. The public education system was not prepared for such a
drastic change. While schools have partially reopened, many parents are afraid to send their children to
school. Additionally, many children are also afraid to come to school. The impact that COVID-19 has had
on students’ academic performance is not known at this time; however, teachers are perceiving that
students are falling behind. T3 reported, “These children will struggle for the next couple of years in their
educational careers. It will take at least the next couple of years and much hard work for these students to
get caught up.” Most teachers reported that the deterrents to this change in instruction delivery are that
students are not getting the appropriate support to succeed in school. Many of the teachers perceive that
COVID-19 has negatively impacted student learning. However, T4 stated, “I have learned so much about
technology these last few months.” T9 stated, “Many of my virtual students would be more successful in
an in-class instruction.”

INTERPRETATION OF THE FINDINGS

In examining both the literature review and their findings in comparison to the perceptions provided by
the teachers, it is realistic to say that parents and or grandparents are struggling with providing their
children with the needed guidance and support to succeed in school. Research has suggested a higher
possibility for children raised by grandparents to have academic and behavioral difficulties and often
require school intervention (Edwards, 2018). Some explanation for this basis is that grandparents have
limited resources and might not be able to provide their grandchildren with the needed direction and
sustenance to be successful in school (Lee et al., 2018). Furthermore, studies have reported that
grandparents lack the cognitive skills to understand the curriculum (Wilson & Gross, 2018). The six
themes that emerged from this study after coding and analyzing teacher responses were as follows: lack of
resources, student learning, parent support/involvement, lack of computer skills, upbringing, and social
interaction.
The findings in this study suggest that teachers do perceive students raised by grandparents as
having an increased risk of failing academically than their peers due to a combination of motives. A
summary of the themes is noted to explain how students raised by grandparents are viewed by their
educators. The findings may not represent every grandparent; however, it is an insight into what teachers
are experiencing in the classroom, and it is through these perceptions that support for grandparents could
be organized to improve academic functioning for students raised by grandparents.
Theme 1: Lack of Resources- According to Article 26 of the Universal Declaration of Human
Rights, education is a basic human right that can have a direct consequence on the well-being and
independence of individuals (Snilstveit et al., 2017). Studies show that when education is limited, so are
the opportunities for a stable and prosperous life (Pratima, 2019). In a study conducted by Gibson and
McGlynn (2013), it was found that kinship caregivers such as grandparents were likely to be less
educated than non-kinship caregivers and had lower income and fewer resources. They might not have the
appropriate tools to support their grandchildren, making it difficult for students to learn, especially if they
are learning from home due to COVID-19.
Education is an essential tool to decrease poverty, but it becomes difficult for teachers to teach
and students to learn when teachers do not have the needed tools. As suggested by Mahoney (2021),

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students attending schools that lack resources have the same academic requirements as students attending
schools with resources to help teachers do an effective job. On the other hand, if the caregiver does not
have the resources such as internet service, a computer, or a safe environment, the learning gap of many
children living in that home is likely to widen. Mahoney (2021) further states that students who are
attending these impoverished schools “are trying to learn under conditions of neglect” (pg. 659).
Furthermore, the COVID-19 pandemic has added to the loss of revenue from local and state funding,
limiting the availability of resources in the classroom.
In this study, five out of ten teachers expressed that having the needed resources to teach their
students was significant. Another teacher noted that abundant resources and centers are essential for
children to learn through undertaking and exploring. Resources are needed tools that provide teachers the
forum to effectively teach students, thus making it easier for them to learn, especially for children who are
already struggling with academics, such as students that grandparents are raising. As Peterson (2016)
notes, for grandparents who live in a rural area, finding resources and support for their children can be
very difficult. The findings correlate with other studies that conveyed the importance of resources, how
they contribute to effective teaching, and how they can decrease the learning gap that so many students
raised by grandparents are experiencing.
Theme 2: Student Learning- According to Wang et al. (2020), teacher expectations can impact the
approach they use to teach their students. Furthermore, studies have found that teachers often construct
different opportunities for their higher or lower accomplishing students, which is then acknowledged to
students through teacher approaches and student-teacher interactions (Wang et al., 2020). According to
Lee et al. (2017), children who come to live with grandparents are already experiencing anxiety,
confusion, and unresolved issues that are likely to manifest in the classroom. Children can also experience
challenges that could create obstacles to learning and achieving academic success (Lee et al., 2018).
In a study by Papageorge et al. (2020), it was suggested that teacher expectations could influence
student outcomes. Studies have also suggested that how students view themselves is influenced by teacher
expectations. Furthermore, teachers play a significant role in creating the learning environment and how
well students will grasp what is being taught (Heyder et al., 2020). The researchers wanted to understand
teacher expectations in their classroom and how they perceived students whom grandparents raised
compared to other caretakers.
In the study by Wang et al. (2020), he noted that teacher expectations could influence their
approach to teaching students. While teacher expectations contribute to the academic achievement of
students, teachers should also understand how children learn. This study found that six out of ten teachers
responded that they expected all students to learn and succeed regardless of the family setting. The
findings also suggest that teachers in this district want their students to succeed regardless of the
caretakers. The findings correlate with other studies that have found that when teachers have higher
expectations of students, they will do better academically and attain success in future grade levels. The
goal for most teachers is for students to learn and do well.
Theme 3: Parent Support/Involvement- Being a teacher is a difficult job, and with COVID-19
lingering on school campuses, teachers are probably experiencing more challenges with having to teach
online students as well as having to do in-class instruction. Teachers spend about the same time with
children as parents do. However, some parents are not providing the support teachers need when it comes
to their child’s education. In the study by Avnet et al. (2019), they found that parental involvement has an
immense influence in the classroom, especially for elementary students. They further explained that
parental involvement is a critical factor in the academic success of students. According to studies, parental
involvement is a vital factor for student success; however, educators should do their best to generate
parent involvement especially during the early ages.
In the study by Lehti et al. (2019), it was found that when grandparents were engaged in their
grandchildren’s education, it correlated with increased academic achievement, cognitive development,
and mental well-being. In addition, Lehti et al. (2019) found that the level of influence grandparents have
on grandchildren might be related to the level of education grandparents have. The study suggests that the
more educated grandparents are, the more resources and support they can provide to their grandchildren.

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However, Avnet et al. (2019) found that parents often place the responsibility of student achievement on
the school and the teachers. Among the ten participants in this study, four expressed the need for more
parent support/involvement. Studies have shown that when parents are consistently involved in their
child’s education, they attend school regularly, have higher test scores, improved behaviors, and increased
academic performance (Santiago et al., 2016). The reality is that parents and teachers share the
responsibility of helping students succeed in school.
The outcome of this study seems to suggest that parent involvement is a concern for many
teachers. The findings seem to correlate with studies showing that the education system needs additional
tools to better support grandparents to overcome the obstacles hindering the ability to form a more
positive partnership between school and grandparents. Educators and administrators must include or
involve caretakers as much as possible in the child’s education, especially during the early academic
years.
Theme 4: Technology Skills-Technology has always been a valuable tool in education; however,
with COVID-19, technology has become more necessary than ever before. Due to the COVID-19
pandemic, parents and students feel it is best to stay home and receive their education in a safe
environment. Although students will be learning in a safe setting, they must have the appropriate
resources to access the classroom instruction, such as computers, internet access, and technology support.
In examining teacher responses, a significant concern was the lack of computer skills that
grandparents possessed. Eight of the ten teachers felt that grandparents did not have the skills to help
students navigate the learning platform, thus leaving a wider gap in students learning. The findings
correlate with studies that state grandparents have limited skills in today’s curriculum and technology
(Taylor et al., 2015). While two teachers felt that grandparents are trying to support their grandchildren,
studies seem to indicate that the needs of many grandparents go unmet (Lee et al., 2018). In addition,
studies have suggested that children raised by grandparents have more academic deficits than children
raised by their natural parents (Pilkauskas & Dunifon, 2016). Despite the considerable amount of time
that grandparents devote to ensure their grandchildren’s well-being and success, grandparents struggle to
understand the curriculum that has changed from the time they attended school.
Theme 5: Upbringing- Grandparents have always been important members of the family unit.
Raising children in any capacity can be challenging for any parent; however, studies suggest that
grandparents often struggle with adapting to the challenges of caring for their grandchildren and
navigating educational resources (Taylor et al., 2015). This study showed that four of the ten teachers
perceived grandparents to be less stern and more forgiving of improper behaviors. The findings appear to
be consistent with previous studies that suggest children raised by grandparents often experience more
behavior problems than children raised by their parents (Lee et al., 2017). Three teachers believed that
grandparents are not as involved in their grandchildren’s education because they lack the skills to support
them academically. The curriculum today is much different from the curriculum used during their
generation. It is central that educators understand the unconventional environment of children whose
grandparents are raising to ensure success in school (Lee et al., 2017).
Theme 6: Social Interaction- Social learning is fundamental to the livelihood of children. When
children are in school, they learn how to meet, approach, and relate with their peers and teachers (Ladd et
al., 2006). Children who have been placed in the care of their grandparents often experience feelings of
anxiety and confusion concerning their past with their biological family (Lee et al., 2017). These
emotions can create children to be shy and distant. It can also limit the activities they will participate in
due to fear of being ridiculed or rejected. It is especially vital for children being raised by grandparents to
interact and form relationships with others to ease the emotional feelings they might be experiencing,
such as anger or rejection due to the change in family structure.
In a study conducted by Taylor and Leung (2020), children from multilingual or multicultural
backgrounds tend to form social, traditional, and emotional roles by those who live in their environment.
Additionally, they mentioned that when teachers incorporate social collaboration with literacy and
learning, children will have the capacity to increase “their learning, thinking, and construction of
knowledge” (Taylor & Leung, 2020, p. 9). Furthermore, Ladd et al. (2006) explained that the relationship

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with teachers is very much like a parent-child relationship. Children need to feel connected to the teacher.
When students can form a positive relationship with educators, they are more likely to come to school and
do well academically (Ladd et al., 2006).
In this study, five of the ten teachers had concerns about the lack of social interaction and student
collaboration during COVID-19. The findings in this study seem to correlate with previous studies that
indicate the importance of social interaction among children and how social interaction permits children
to make friends that can help them adjust within the school environment (Ladd et al., 2006). It is crucial
for children being raised by grandparents to interact and form relationships with others to ease the
emotional feelings they might be experiencing due to the loss of a parent, siblings, or even friends.

IMPLICATIONS

The results of this research have provided an insight into the perceptions of teachers.
Grandparents raising children is a difficult task. It can be stressful, exhausting, and financially
challenging. Teachers have provided us with a glimpse of the challenges they face in the classroom.
Teachers would benefit from acquiring professional development that explains these challenges and
encourages parent participation in the student’s education. Campus administrators would also benefit by
having teachers focused on teaching and students focused on learning. In addition, the district would have
improved standardized scores and is likely to have a positive effect on parents and students. This study
provides a preview of teacher perceptions and encourages educational leaders to change how
grandparents are viewed and supported. Grandparents are important family members in a child’s life.
They can provide children with an abundance of wisdom, unconditional love, and stability.

CONCLUSION

With the growing number of grandparents caring for school-age children, educators need to
understand that grandparents are vital to children’s education. Having a positive image of this group of
caretakers can encourage children to do their best. Grandparents are an asset to both the teachers and the
students, but they are often seen as fragile, uneducated, and not in the best health. This research aimed to
present the perception of teachers and the differences they found between children raised by grandparents
and those raised by other caretakers.
Teacher perceptions matter. They can encourage growth in a child or discourage them to the point
that they feel ostracized. Studies have shown that teachers’ attitudes toward students play a crucial part in
how children learn. This study presented teachers’ perceptions from a small school district in Texas, and
the researchers hope to provide information that can further support future research.

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