Samenvatting

Children from lower socioeconomic status (SES) households often face reduced educational opportunities compared to their more privileged peers. This study examined whether interactive homework assignments could help mitigate educational inequality by fostering non-instructive, positive parental involvement and enhancing students’ perceived support, motivation, and well-being. To assess the effects of interactive homework, a quasi-experimental study was conducted in twelve Dutch primary and secondary schools. Six interactive homework assignments were implemented in Years 5 to 8. Pre- and post-intervention surveys were completed by 1,364 students (Nintervention = 677, Ncontrol = 687) and 618 parents (Nintervention = 316, Ncontrol = 302). Students reported on their perceived parental support, academic motivation, and well-being, while parents provided information about their perceived role and self-efficacy in supporting their child’s education. Contrary to previous research, the intervention did not lead to any significant improvements in students’ perceived parental support, motivation, or well-being, nor in parents’ self-efficacy or role construction. The homework assignments did not produce effects in the hypothesised direction on the measured variables. These findings suggest that such interventions may require deeper contextual integration and more sustained implementation. Future research should explore culturally responsive, participatory, and context-sensitive approaches, particularly to engage families from lower SES backgrounds.