Evans, KerriIriarte, Antonia Díaz-ValdésDrummer, EmilyUrizar, BrendaCrea, Thomas M.2024-02-092024-02-092024-01-09Evans, Kerri, Antonia Díaz-Valdés Iriarte, Emily Drummer, Brenda Urizar, and Thomas M Crea. “Relationships, Parental Involvement, and Community Support: Differences in School Environment for Boys and Girls in Rural Guatemala.” Equity in Education & Society, January 9, 2024, 27526461231225241. https://doi.org/10.1177/27526461231225241.https://doi.org/10.1177/27526461231225241http://hdl.handle.net/11603/31593Literacy rates in Guatemala range from 40% to 90% but widespread poverty and malnutrition hinder school attendance and educational attainment. The Western Highlands region of Guatemala has a large indigenous population and a bilingual Spanish and K’iche’ curriculum. This study explores how child, family, and community factors influence positive school environment, using a sample of 1590 sixth grade students. For male students, increased parental involvement had a positive and direct influence on healthy school environment. For female students, increased parental involvement had a positive and direct influence on healthy school environment. Teacher–student relationships may be a critical point of intervention.35 pagesen-US© 2024 by SAGE Publications. Use is restricted to non-commercial and no derivatives.Text