Experiences of Parents in Understanding Psychological Children Evaluation Reports

This study analyzes parental perceptions of two school psychological children evaluation report formats: the traditional test-oriented format laden with technical jargon, and the accessible format employing plain language, thematic organization, and practical recommendations. Thematic analysis of 52 response units from 38 parents revealed sharp polarization. Thirty-nine percent of responses described traditional reports as “difficult to understand,” while 21% emphasized “disempowering” effects that induced anxiety and alienation. In contrast, 53% highlighted the clarity of plain language, and 47% praised thematic organization and the relocation of score tables to appendices. These findings confirm that readability and organization are not peripheral concerns but central determinants of a report’s effectiveness in bridging school–family communication. Accessible formats significantly enhance comprehension, restore parental confidence, and strengthen collaborative utility in educational planning.