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If the divorce occurs at an early age, the adverse effects academically are greater. Some researchers have also suggested that teachers may expect less of children who come from one-parent homes. They may have negative attitudes towards these children and expect less of them. It is dangerous for teachers to stereotype children from one-family homes as poor students.
Children from divorce need the same kind of education as other children do. They need to be in schools where the emphasis is on academics; the principal is active, involved, and a leader; where teachers are positive about all students' ability to learn and have high expectations; where the atmosphere is safe, orderly and disciplined; where the child's progress is regularly discussed with parents; and parents and school agree on educational goals. In this sense, there is no difference in the needs of divorced or one-parent home children, and children from two-parent homes.
Teachers and administrators need to be careful not to develop or express negative attitudes towards children from one-family homes. Sometimes, teachers tend to blame all academic problems on the child's situation at home. There may be a social stigma among the students attached to having only one parent, making the child feel "odd" or "left out." Teachers can help with this by discussions of different kinds of family structure. The most important person at school for a child is the teacher who substitutes for parent. A good relationship can really help the child. During the crisis, or transitional stage of divorce, the teacher can give immediate support. If the teacher has an ongoing positive relationship with the child, he/she will notice any changes in the child's manner or behavior which should be addressed. The teacher can refer the child for professional help if needed.
There are curricular issues as well. Text books and other curricular materials send messages to children. The old Dick and Jane books featured only two-parent traditionally structured families. One-parent households were grossly under-represented. Children should be able to find their own families in stories and books at school so that they don't feel alone and different. The subject of divorce should be covered in stories. Classroom textbooks at this time do not reflect the great numbers of single-parent homes. The school doesn't necessarily need to change all the textbooks. Opportunities for stories and discussions about different kinds of families can help to show respect for non-traditional families. The class can do a special unit on different types of families.
During periods of crisis the school can help the child of divorce:
Be understanding, warm, caring, and patient with the child.
Acknowledge and actively listen to the child's feelings.
Communicate with the child's family, and be available as a source of support for the child's family.
Identify potential learning and behavior problems, and deal with them as soon as possible.
Maintain high expectations for the child, and help validate and build the child's self-esteem.
Monitor changes in the child's family status (Hargreaves, 1991, p. 59).
Education experts agree that school personnel can "offer timely assistance if they are sensitive to children's situations" (Hargreaves, 1991, p. 59). The school can offer warmth, stability, and structure to children who are experiencing the upheaval of a divorce.
Children of Divorce web site. Educational achievement: http://www.divorcereform.org/edu.html.
Children of Divorce web site. Poverty: http://www.divorcereform.org/pov.html.
Children of Divorce web site. Psychological, psychiatric problems and suicide. http://www.divorcereform.org/psy.html.
Ham, B. (2004). The effect of divorce on the academic achievement of high school seniors. Journal of Divorce & Remarriage, 38, 167-185.
Hargreaves, M.B. (1991). Learning under stress: Children of single parents and the schools. Metuchen, NJ: Women's Action Alliance and the Scarecrow Press.
Hughes, R. (2005). Divorce and children: An interview with Robert Hughes, Jr., Ph.D.: http://www.athealth.com/consumer/disorders/childrendivorce.html.
Raley, R.K. (1991). The effects of family composition on educational attainment. Madison: Wisconsin University, Center for Demography and Ecology.
Sun, Y. And Li, Y. (2002). Children's well-being during parents' marital disruption process: A pooled time-series analysis. Journal of Marriage & Family, 64 (2), 472-482.
Tors, B. (1995). A preliminary investigation of factors affecting educational attainment of children of divorce. ERIC, ED391121, document.
Work and Family web site: The economic consequences of divorce.…[continue]
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Parenting on the Academic Achievement of Children Single parenting effects The term family refers to a group of at least two people who are related by birth, marriage, or adoption and who share resources, responsibility for decisions, values and goals, and have a commitment to one another over time (Nelson, 1992). Families provide for emotional, physical, and economic mutual aid to their members. However, the family-system in the United States has
There is a typical decline in the standard of living of mother-headed families, for children of divorce, that often pushes them below the poverty level. A number of developmental problem, in children, are associated with a lack of economic resources. A child's nutrition and health may be negatively affected by economic hardship. Educational items such as: private lessons, educational toys, computers, and books are also often difficult for single-parent
Divorce is a traumatic experience for a child under any circumstances. They were certainly so in mine, in which several intervening factors complicated the ability to develop effective psychological coping mechanisms. I was nine years old when my parents got divorced. The divorce was not due to mutual consent or irreconcilable differences but the fact that my mother had an affair with my father's best friend, subsequently leaving the country.
Divorce is one of the bitter truths of life and is taking place in innumerable families worldwide. It can prove to be an upsetting experience for the parents. However, both the parties should think of their children before taking any decision as divorce affects the lives of the children in a real bad way. These days, it is totally impossible for people to ignore the substantial and extensive consequences of
Therefore, extra attention should be given to keeping promises and basic daily routines. Works Cited Winslow, Emily B.; Wolchik, Sharlene a.; Sander, Irwin. "Preventive Interventions for Children of Divorce." Psychiatric Times; 2/1/2004; Pp. Meckler, Laura. "U.S. Compiles Divorce Statistics." AP Online; 7/24/2002; Pp. Sirica, Jack. "The Children of Divorce." Newsday; 5/19/1994; Pp. Pruett, Marsha Kline. "Only God Decides: Young Children's Perceptions of Divorce and the Legal System." Journal of the American Academy of Child
Others, however, have argued that children do not become familiar with the new spouse, seeing him or her as a stranger, which might suggest that stress is furthered rather than reduced in these children. According to Jeynes (1998), tension between biological parents can seriously impact the child, as can the fact that new, unstable marriages are likely to end in divorce (p. 25). Because of this tension and stress
I will also solicit from individual his or her basics demographics and personal information such as rough socio-economic status ('I make approximately ($-) per month); vocational occupation; characteristics of place that respondent lives in; details of children (amount, ages, etc.) and how respondent feels program impacted his children; age children were when divorce occurred: details of support system (if any) and of extended family (if any). I will also