Parent as a Participant in the Educational Process: Declaration or Innovation in the Context of Neuropedagogy and Family Sociology Introduction: The Evolution of the Role from Resource Provider to Co-Subject of Learning The legal status of parents as participants in the educational process, established in the Federal Law "On Education in the Russian Federation" (Article 44), is not just a rhetorical figure but a reflection of a global paradigm shift in pedagogy. This transition from the paternalistic model ("school teaches, parent provides conditions") to a partnership model encounters systemic, cultural, and cognitive barriers, turning into a zone of tension between declaration and real innovation in practice. Analyzing this dilemma requires an interdisciplinary approach, taking into account data from neuroscience about child brain development, family sociology, and social capital theories. Theoretical foundations: why parental participation is not an option but a necessity?Neuroplasticity and sensitive periods: Modern neuroscience (works by S. Dehaene, J. Medina) has proven that cognitive and emotional development of a child is nonlinear and depends on the quality of the environment, where consistency (consistency) of stimuli is a key element. The gap between the values, norms, and practices of school and family creates cognitive dissonance for a child, increases stress (cortisol release, negatively affecting the hippocampus), and reduces the effectiveness of learning. The parent as a "translator" and "integrator" of these worlds becomes a critically important link. Social capital theory (J. Coleman): The educational success of a child is directly correlated with the volume of the family's social capital — strong, trusting relationships between parents and teachers, as well as between parents themselves. These networks provide information exchange, mutual support, and the formation of common educational norms. Formal, declarative participation (attending parent me ... Read more