Abstract

ABSTRACT This study examined the effectiveness of Parent-Teacher Meetings (PTMs) and their impact on interpersonal relationships and mental health in Indian schools. Thirty participants, including 10 teachers, 10 parents, and 10 students, were purposively selected from both rural and urban areas in Assam and Delhi, ensuring equal gender representation. Data were collected through semi-structured interviews, allowing for an in-depth exploration of participants’ experiences and perceptions. Thematic analysis highlighted several challenges, such as a lack of teacher support, socioeconomic barriers, and feelings of being dismissed during PTMs. Despite these challenges, effective PTMs were found to significantly improve parent-teacher communication, enhancing support for students’ academic and emotional needs. The study emphasises the need to enhance PTMs by improving teacher receptivity, encouraging greater parental involvement, and overcoming socioeconomic challenges. However, the limited scale of the study, conducted solely in India, restricts the generalizability of findings to other contexts, highlighting the need for broader research.

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