Family resources and school performance: an analysis of associated factors in middle school adolescents.

The study is cross-sectional, so it can show associations but cannot show that home resources cause better school performance. It was done in a private middle school, and most families were social class A with a bachelor's-degree householder, so it does not represent public-school or lower-income students. Students with cognitive, neurological, or psychiatric impairments that hindered questionnaire participation were excluded, so findings may not apply to many clients seen by therapists. Many associations with school performance were not significant, and the book-availability correlation with school performance was weak. The authors note that grades may be influenced by other variables such as assessment method and teaching approach, and that participating parents may have been more interested or involved.

The paper reports financial support from Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES), financing code 001, and does not report other conflicts of interest.

Do not conclude that providing books or changing home resources improves school performance. This is a cross-sectional analysis from a private school, most participants were from high social classes, and the correlations with school performance were weak or not significant.