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The focus of scientific research on the parental well-being has been mainly placed on parents of pre-school children. However, recent findings indicated that parents of pre-school children show lower levels of depression and higher levels of self-efficacy and self-esteem, compared to parents of older children. The purpose of this paper is to establish to what extent the parent-adolescent relationship, coping strategies and co-parent relationship, influences the parental well-being.

This study was conducted to establish to what extent the parent-adolescent relationship, coping strategies and co-parent relationship, influences the parental well-being of parents in a sample of 310 Dutch parents with children aged 12-18. Participants filled out questionnaires on the parental well-being and coping. Path analysis using a structural equation model (SEM) was performed.

The SEM revealed that active problem-focused coping strategies were predictive of higher levels of parenting-related well-being. The satisfaction of the relationship with the co-parent predicted both higher levels of parenting- and individual-related well-being. Lower levels of parenting-related well-being were significantly related to more problems in the parent-adolescent relationship, which, in turn, were related to decreased individual-related well-being.

Future studies on the influence of coping strategies and the co-parent relationship satisfaction are recommended to create greater understanding of the underlying mechanisms and their positive effect on the parental well-being.

This study could lead to improvements in the support system for parents raising adolescents.

The present study shows that the parent-child relationship is an important predictive factor in parental well-being. This study also shows that the more highly parents scored on co-parent relationship satisfaction, the less they saw parenting as a burden and the more they felt they had the parenting skills to control the behavior of their child.

Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.

An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.

A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.

Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.

The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.

The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.