This exploratory study examines the interplay between different aspects of socioeconomic status (SES) and caregiver stress in relation to caregiver involvement in the education of preschool children with externalizing behavior problems. Utilizing a predominantly Black, low-income, treatment-seeking U.S. sample, we measured involvement across three dimensions: Home-Based Involvement (HBI), School-Based Involvement (SBI), and Home-School Conferencing (HSC). Caregivers in the sample were found to have below-average involvement in HBI, average involvement in SBI, and above average involvement in HSC. Contrary to past literature, higher SES was inversely associated with involvement across all domains. Caregivers with lower socioeconomic resources reported more active engagement, particularly in school social activities, teacher feedback reception, and establishing regular home routines. Significantly, non-biological primary caregivers were less involved in SBI. The model’s moderate fit points to the existence of other factors influencing involvement not captured in the study. These findings suggest that economic resources do not necessarily enhance involvement. Suggestions for tailoring engagement strategies and directions for future research are discussed.
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