Parenting Styles, Family Conflict Resolution Strategies, and Children's Educational Outcomes in Nigerian Families: A Systematic Review

This systematic review synthesises empirical evidence on the relationships among parenting styles, family conflict resolution strategies, and children's educational outcomes in Nigerian families. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework, peer-reviewed studies published between 2010 and 2025 were identified through systematic searches of Scopus, Web of Science, ERIC, PsycINFO, Google Scholar, ScienceDirect, and African Journals Online (AJOL). Following predefined inclusion and exclusion criteria, eligible studies were screened, appraised, and synthesised using a narrative thematic approach. The review indicates that parenting styles and conflict resolution practices significantly influence children's academic achievement, emotional well-being, school engagement, and psychosocial development. Authoritative parenting, characterised by warmth, responsiveness, and consistent discipline, was consistently associated with positive educational outcomes, whereas authoritarian, permissive, and neglectful parenting styles were linked to poorer academic and behavioural outcomes. Constructive family conflict resolution through dialogue, negotiation, empathy, and mutual respect promoted family harmony and children's emotional security, while persistent conflict and coercive disciplinary practices negatively affected educational adjustment. The review further demonstrates that parental involvement, effective communication, supportive home environments, and cultural and religious values strengthen children's learning experiences and social development. The study recommends culturally responsive parenting education, family counselling programmes, strengthened home-school partnerships, and further longitudinal and intervention-based research to enhance children's educational outcomes and family well-being in Nigeria.