A Systematic Review of Factors Protecting and Promoting Positive Parent-Child Relationships

Background and Purpose: Poor parent–child relationships significantly impact children’s connection with others, with research consistently documenting an association with later intimate partner violence (IPV). A positive parent–child relationship can contribute to a child's sense of self, emotional regulation, and social development— key factors in functioning across the life course. Using attachment and social learning theories, this systematic review synthesizes protective, promotive, and compensatory factors that support positive parent–child relationships and examines the potential influence of youth’s social identities (i.e., gender, race/ethnicity, sexual orientation) on these protective processes. As part of the PROTECT-IPV Project, this study contributes to a developmental prevention framework aimed at disrupting trajectories that place youth at risk for future IPV.

Methods: Following PRISMA guidelines, 5,554 articles from ten databases were screened, with 31 studies meeting inclusion criteria. Eligible studies were published between 2003 and 2024, included a majority ( ≥75%) of participants aged 0–19, evaluated at least one protective or promotive factor, and examined outcomes (quantitative) or contextual processes (qualitative) related to parent–child relationships (e.g., attachment security, relationship quality, communication, and conflict). All included studies were appraised using the Mixed Methods Appraisal Tool (MMAT). Given the distinct literature on child abuse and neglect, studies focused on maltreatment outcomes or child-protective service samples were excluded and are reported in a separate PROTECT-IPV Project review. Content analysis was used to identify and synthesize thematic patterns across studies.

Results: Studies were predominantly quantitative, including longitudinal and cross-sectional designs, with three qualitative and one mixed-methods study. MMAT ratings indicated moderate to high methodological quality, with 93.5% scoring 3 or higher. Sample sizes ranged from 30 to 14,899 participants. Five themes characterized protective, compensatory, or mitigating factors associated with positive parent–child relationships: (1) parent personality traits (e.g., warmth, optimism, temperament), (2) parenting styles or skills (e.g., secure attachment; engagement), (3) family environment (e.g., shared routines, co-parenting quality), (4) social support and resources (e.g., structured family activities and community supports), and (5) demographic characteristics (e.g., higher caregiver education). Limited attention to sexual orientation, race/ethnicity, and gender identity reveals a persistent gap in the literature. Among studies examining social identity, findings regarding gender differences in protective processes were mixed and inconclusive.

Conclusions and Implications: Protective factor findings reveal multiple, reinforcing pathways for intervention to support parent–child relationships. Clinical interventions targeting parenting skills, caregiver mental health, and family relationship quality, alongside community-based approaches that strengthen social support systems, show promise for fostering relational resilience. Policy efforts should prioritize sustained investment in evidence-based parenting and family-strengthening programs. At the same time, limited integration of youth’s minoritized identities highlights a critical need for more equity-focused studies. Strengthening parent-child relationships represents a key leverage point for enhancing youth well-being and disrupting long-term trajectories toward IPV.