Psychoeducational support and academic achievement in rural single-parent families: literature review

The academic performance among students from rural single-parent families faces challenges associated with socioeconomic limitations, sparce educational guidance, and structural barriers. Adhering to the PRISMA 2020 protocol, this review aims to analyze the scientific literature on the subject and underscore the need for context-specific psychoeducational plans. A total of 100 sources were identified, including articles and theses published between 2019 and 2025 in open-access databases. Findings demonstrate the influence of family climate, resilience, school support, and socioeconomic conditions on performance. Although qualitative and descriptive studies predominate, gaps persist regarding experimental research and rural single-parenting parenthood. It is concluded that while this context increases the risk of low achievement, it also reveals resilient practices, reinforcing the relevance of designing tailored psychoeducational strategies that integrate both family and schools.

Keywords:
academic performance; educational research; educational support; single-parent families; rural education