Changes in Family Structure and the Impact on Student Learning
Divorce and relationship breakdown affects
many students in schools today. Teachers have to deal with issues that arise in
their classrooms as a result. It is inevitable that there will be students at
every school who are affected by divorce and teachers need to be equipped with
the tools to deal with the surrounding issues. The following document provides
support strategies and information to help teachers understand some of the
common affects divorce on their students.
Children of
divorce
Students’ well-being is central to their
ability to achieve success at school. Parent relationship breakdowns cause
children temporary distress, as family functioning in any family is found to be
extremely relevant to a child’s well-being (Coleman & Glenn
(2010).
Educational outcomes are relevant to
opportunities to succeed in later life, so it is vital teachers work with
families to provide support to students suffering from issues related to family
breakdown. Amato (2000) state children with divorced parents, compared to those
with married parents, ‘show a small but significant gap in well-being in terms
of: academic success, conduct, psychological, adjustment, social competence and
long-term health’ (p. 1278).
Implications for
teachers
Research indicates children whose parents
divorce are at risk of developing problems in school (Richardson & Rosen,
1999). Some common repercussions of divorce for school students
include
·
Disruptive behaviour
·
Absenteeism
·
Decreased academic performance (following separation)
·
Lower IQ scores and more likely to repeat a grade (than peers
with intact families)
What can teachers
do?
Teachers are of great significant to
students’ lives. Developing positive relationships with students can help
students overcome adversity faced outside of school. Teachers are increasingly
being relied on to develop students’ life skills, such as resilience. Brodkin
(2008) believes a teacher can assist a student of divorced parents by creating a
safe-feeling environment, sticking to the usual classroom routine and keeping
the layout similar. Regularly asking how the student is feeling can help a
lot.
Studies show school based intervention
(Richardson & Rosen, 1999 provides several guides) can help counter the
repercussions by providing nurturance and continuity (Richardson & Rosen,
1999). Some strategies which may help
include
·
Offering students emotional
support
·
Providing opportunities for dialogue between student and
teacher/counsellor
·
Encouraging parent
involvement
Richardson& Rosen (1999) list some potential effects of divorce on children by age (See Diagram 1.1)
Relationship breakdown has different affects on individuals, depending on their developmental stage. Kim (2011) suggests divorce has more adverse effects on younger children (0-5 years old) than older children (6-10 or 11-16 years old). The full effects of divorce may not be fully realised until later in life. Research proves divorce has a profound effect on children, but results are inconclusive as to whether most children recover from the devastating impact (Kim, 2011).
Teachers have a great responsibility in nurturing the growth and development of students. Sensitivity when dealing with students facing adversity, such as relationship breakdowns, can help a student come through difficult situations. Schools need to provide a safe environment with set routines and structure that can help students come through emotionally difficulty periods of their lives.
References
Amato P (2000), The consequences of divorce for adults and children. Journal of Marriage and Family, vol. 62, pp. 1269-1287.
Brodkin, A (2008), Dealing with divorce. Scholastic Parent & Child, vol. 16, no. 2, pp. 44-45.
Coleman, L & Glenn (2010), The varied impact of couple relationship breakdown on children: Implications for practice and policy. Children & Society, vol. 24, pp. 238-249.
Kim, H (2011), Consequences of parental divorce for child development. American Sociological Review, vol. 76, no. 3, pp. 487-511.
Richardson, C & Rosen, Lee (1999), School-based interventions for children of divorce. Professional School Counselling, vol. 3, no. 1, pp. 21-26.
many students in schools today. Teachers have to deal with issues that arise in
their classrooms as a result. It is inevitable that there will be students at
every school who are affected by divorce and teachers need to be equipped with
the tools to deal with the surrounding issues. The following document provides
support strategies and information to help teachers understand some of the
common affects divorce on their students.
Children of
divorce
Students’ well-being is central to their
ability to achieve success at school. Parent relationship breakdowns cause
children temporary distress, as family functioning in any family is found to be
extremely relevant to a child’s well-being (Coleman & Glenn
(2010).
Educational outcomes are relevant to
opportunities to succeed in later life, so it is vital teachers work with
families to provide support to students suffering from issues related to family
breakdown. Amato (2000) state children with divorced parents, compared to those
with married parents, ‘show a small but significant gap in well-being in terms
of: academic success, conduct, psychological, adjustment, social competence and
long-term health’ (p. 1278).
Implications for
teachers
Research indicates children whose parents
divorce are at risk of developing problems in school (Richardson & Rosen,
1999). Some common repercussions of divorce for school students
include
·
Disruptive behaviour
·
Absenteeism
·
Decreased academic performance (following separation)
·
Lower IQ scores and more likely to repeat a grade (than peers
with intact families)
What can teachers
do?
Teachers are of great significant to
students’ lives. Developing positive relationships with students can help
students overcome adversity faced outside of school. Teachers are increasingly
being relied on to develop students’ life skills, such as resilience. Brodkin
(2008) believes a teacher can assist a student of divorced parents by creating a
safe-feeling environment, sticking to the usual classroom routine and keeping
the layout similar. Regularly asking how the student is feeling can help a
lot.
Studies show school based intervention
(Richardson & Rosen, 1999 provides several guides) can help counter the
repercussions by providing nurturance and continuity (Richardson & Rosen,
1999). Some strategies which may help
include
·
Offering students emotional
support
·
Providing opportunities for dialogue between student and
teacher/counsellor
·
Encouraging parent
involvement
Richardson& Rosen (1999) list some potential effects of divorce on children by age (See Diagram 1.1)
Relationship breakdown has different affects on individuals, depending on their developmental stage. Kim (2011) suggests divorce has more adverse effects on younger children (0-5 years old) than older children (6-10 or 11-16 years old). The full effects of divorce may not be fully realised until later in life. Research proves divorce has a profound effect on children, but results are inconclusive as to whether most children recover from the devastating impact (Kim, 2011).
Teachers have a great responsibility in nurturing the growth and development of students. Sensitivity when dealing with students facing adversity, such as relationship breakdowns, can help a student come through difficult situations. Schools need to provide a safe environment with set routines and structure that can help students come through emotionally difficulty periods of their lives.
References
Amato P (2000), The consequences of divorce for adults and children. Journal of Marriage and Family, vol. 62, pp. 1269-1287.
Brodkin, A (2008), Dealing with divorce. Scholastic Parent & Child, vol. 16, no. 2, pp. 44-45.
Coleman, L & Glenn (2010), The varied impact of couple relationship breakdown on children: Implications for practice and policy. Children & Society, vol. 24, pp. 238-249.
Kim, H (2011), Consequences of parental divorce for child development. American Sociological Review, vol. 76, no. 3, pp. 487-511.
Richardson, C & Rosen, Lee (1999), School-based interventions for children of divorce. Professional School Counselling, vol. 3, no. 1, pp. 21-26.