FAMILYAFFECTIONAND SCHOOL PERFORMANCE OF CHILDREN IN ELEMENTARY SCHOOL An integrative review

Family and school are both primary contexts of a child's affective, cognitive and social development. Experiences lived in family and school contexts can impact school learning. The objective of the study was to investigate the effects of family affective relationships on the academic performance of students in Elementary School I. Additionally, the study aimed to determine the guidance provided to teachers when dealing with students with learning problems caused by negative affects in family relationships. An integrative bibliographic review of scientific articles was conducted in the SciELO, PePSIC and BVS-Psi databases, using the Boolean operator AND and the descriptors "family relationships", "academic performance", "child development", "learning problems", "affection", "parent child relations", "motivation", "parenting", "empathy", "education achievement" and "student". The following inclusion criteria were adopted: articles published between 2012 and 2022, written in Portuguese, and freely available online and in full. Out of the 11,557 articles that were found, after applying the inclusion criteria, 80 were selected, and of these, five met the objectives of this study. The data was analyzed using content analysis and indicates that the positive family relationship have positive consequences on school performance. Conversely, negative affective family relationships have a negative impact. Additionally, the data reveals that teachers are not provided with guidance on how to handle with students having learning problems due to negative affective family relationships. It is observed that new studies must be developed, taking into account the gaps identified in the sample analyzed.