Apart from personality and emotional effects, divorce at this age may affect the health of children who may frequently complain of stomachaches and headaches Eileen and Josephine Some teenagers feel abandoned, guilt and a sense fear. Their emotional set up is severely disrupted by divorce; they experience loneliness, depression and anger towards other people and mostly their parents especially the one who has left. During this age, the children are mature enough to handle some family responsibilities.
However they feel punished and burdened especially when they are responsible for the childcare of their younger siblings. Their response is always swift and they try to fill the gap by assuming adult responsibilities due to high levels of stress and low energy levels with their parents.
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Some teenagers struggle with sexual desires since they have no one to confine to and experience low self esteem of handling marriage and getting married. Since teenagers understood well the causes and situations surrounding their parents separation and subsequent divorce, their stability in education greatly declines due to lack of concentration and stability, in addition, they are not in a position to deal with future changes occurring in their family life.
Children in this age bracket gets themselves in a confused state of mind since they are unable to decide which parent to accept over the other Hughes The pressure they experience on deciding who to blame for the cause of divorce stress them up affecting negatively their academic life declining in performance since they spend much of their school time evaluating and thinking about the situation back at home.
They are also occupied with many thoughts especially if they have assumed responsibilities to take care of their younger siblings. Their emotional status is greatly affected since they experienced whatever happened with their parents; they lose confidence with marriage institutions and do no longer have ability and confidence to handle their family life Mary 1. Based on gender, children who are raised by parent of the opposite sex are greatly affected by divorce more than boys raised by fathers and girls raised by mothers after divorce.
Children raised by opposite sex tend to develop aggressive behaviors and resentment. Emotional disorders are common to children brought up by opposite sex parent while those raised by same sex tends to be responsible and respond to their environments more quickly. For this reason, teachers have to be sufficient in order to ensure educational achievements.
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Having said this Aleke said that are hubs of the educational system and the success of any educational system depends on their numbers, quality and devotion. According to Okedije , the education opportunities of the children are clearly related to the socio-economic background of the parents.
Children of elite have better education opportunities than the children of non-elite parents, students of elite groups since they possess the academic qualifications, consequently, it imperative that the principle inheritance for them is sound education. Many students found themselves rejected and dejected by adults just because their parents are unable to support them adequately. The school system is failing to plan curriculum to provide them with alternative schools or equip them with practical schools.
Ajila et al , states that the home affects the individual since the parents are the first socialing agents. This is because the family background and the context of the child affect his or her reaction to the real life situation real life situations and his level of performance. The home has social and economic state.
The Effects of Divorce on Children : A Selected Literature Review
All these issues are supported by the UNESCO report which reveals concerns for quality education that has dominated the education debate from the early eighties and has remained a central issue in the twenty first century. Levin , states that parents are probably the actors with the clearest dimensional interest in a high level of their children are in academic performance.
To some extent there is simple evidence to show that marital instability brings about stress, tension, lack of motivation and frustration. Johnson asserts that children from divorced families often fail and are at a risk emotionally. However, this may not be completely applicable in all instances of broken homes. Some children irrespective of home background or structures may work hard and become successful in life.
Moreover Ayodele, , stated that the environment where a child finds himself or herself goes along way in determining his learning ability and ultimately his academic performance in school. Bliss is of the view that many students from low socio-economic homes respond incomprehensively to classroom teaching because their home environment has not exposed them to the kinds of materials used in school. If home environment is not intellectually stimulating some students find it difficult to cope up in school and may eventually drop out of school. It would appear then, that broken homes may present a very real danger to the emotional, personality and mental adjustment of students.
According to Fraser, , psychological home conditions arise mainly from illitimacy of children, the label of adopted child, broken home divorce and parental deprivation. Such abnormal conditions of the home are likely to have a detrimental effect on the school performance of the child. He asserts that life in single parent family or broken homes can be stressful for both the child and the parent. Such families are faced with challenges of inadequate financial resources.
Schultz noticed that if adolescents from unstable homes are to be compared with those from stable homes it would be seen that those from unstable homes have more social academic and emotional problems. Omolewa affirmed that academic performance of the child could be traced to the home he comes from.
According to Abiriri , education is seen as an instrument per excellence for development and as such it is the engine that promotes development. Aside from the intellectual capacity of the child, the academic performance of the child is also largely determined by the family background. Obeyan states that the family is the bedrock of any society. It is also the foundation of academic achievements of the child. Uwifo , further affirmed that the recent wave of moral decedance and all sorts of anti-social behavior could be traced to poor home background.
Petit , pointed out that psychological needs are a potential source of individuals personality and academic performance achievement. He claimed that academic success is achieved only if family background sources can be assessed to maximize the association between family influence and outcomes.
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It is believed that families with high social economic status often have more success in preparing their children for school because they always have access to wide range of resources at their disposal to promote, uplift and support their children. He claimed that academic success is achieved only if family background resources can be assessed to maximize the association between family influence that children from low socio-economic status households and communities develop academic skills more slowly compared to children from higher socio-economic status groups.
Morgan et al, , suggested that initial academic skills are correlated with the home environment. According to him, parents from low socio-economic status communities may be unable to afford resources such as books, computers and school fees for their children.
He observed that because supportive and strong families are significant for school success, teachers confront increasing challenges as many children experience severe family disruption and upheaval. According to Ogulu , the high socio-economic status parents are able to provide their children with books and toys to encourage them in their various learning activities at home. Even though growing up in divorced families raises the risk certain kinds of psychological, emotional and physical problems, it by no means forces the child into a terrible life.
This study obviously is mainly focused on children ranging in ages from younger school aged to older teenagers and college adults. Divorce obviously affects both males and females. The two genders have shown that they are affected differently in some cases, though they are for the most part similar.
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Divorce has been shown to adversely affect academic performance, and personal characteristics as far as social skills and self-presentation, it erodes the parent-child relationship and takes away structure and replaces it with a consequence free environment. When you take a child, an adolescent none-the-less at the height of confusion and insecurity and remove boundaries such as parents, rules, and regulations, some sort of trouble is likely to result.
It is true that children are our future, so maybe we should be taking this fact into more serious consideration when making the decision to divorce which will more than likely have some kind of negative effect on their future well-being. Divorce is commonly the easy way out, rather than spending a little extra time working things out, couples selfishly opt to divorce.
Usually, their reasons for divorce are nothing more than just not getting along with each other like they used to. Parents have, for some reason, become unwilling to put forth the extra necessary effort towards making their relationship successful. Webster, Pamela; Orbuch, Terri L. If you are the original author of this content and no longer wish to have it published on our website then please click on the link below to request removal:.
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Introduction There have been numerous studies and piles of research done on this topic since the beginning of divorce and more so now due to its rising numbers in our society. Theoretical Discussion Proposal In researching my objective I do hope to find more precise descriptions on divorce than I presently have knowledge of. Literature Review When compared to children of never-divorced families, researchers have agreed that children and adolescents from divorced families show poorer adjustment in numerous aspects of life.
Methodology: This investigation was done as a means of proving my hypothesis that I developed before setting out to find my resources. Demographic Population: This study obviously is mainly focused on children ranging in ages from younger school aged to older teenagers and college adults. Bibliography: Amato, Paul R.
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