Abby Whitaker EdPsych 250

 About 40% of children born into married, two-biological parent families are likely to experience divorce or separation before they reach age 18.  GPA 11% lower than children with intact families

Age at time of divorceInitial ReactionsLater Reactions (2-10 Years) 2-6 Years Old *more likely to blame themselves *more likely to fear abandonment *difficulty expressing feelings *boy and girls are effected differently *less likely to have memory of the conflict (parent’s and own) *close to custodial parent and step-parent *may have anger at non- custodial parent (prevent strong adult relationship) 7-12 Years Old *express feelings in sadness, fear, and anger *less likely to blame themselves *more likely to feel divided loyalties *may do better with same-sex parent *more difficulty adjusting to remarriage *may challenge family rules *”you’re not my real parent” *tend to show decreased academic performance and disturbed peer relations Years Old *difficulty coping with anger, outrage, shame, and anger *more likely to reexamine own their own values *may disengage from family *shares feelings of ages 7-12 *can not express feelings *may fear long-term relationships *may show adjustment difficulties: running away, truancy, and delinquency Sources: Kelly, 1998; Amato, 1993; Hetherington, 1991; Wallerstein, 1991; Wallerstein and Blakeslee, 1989

 Financials recourses for both parents  One parent moves out of the house  Be separated from a sibling  Both parents live in a different place  Leave community, friends, teachers  Visitation schedules  General family life

 Less likely to perform well in school  Loss of motivation  Emotionally preoccupied  Forget or no time to complete homework  More difficulty paying attention and completing tasks

 Provide a supportive, secure environment  Provide opportunities for children to exercise personal control (leadership roles, influence decisions)  Be tolerant of variability in academic performance  Express faith in children’s character and capacity for growth (less critical, more patient)  Create safe channels of communication

 Focus upon divorce-related problems only as they affect children's classroom behavior and academic performance  Refer general divorce-related problems to the school's counselor/psychologist  Discuss divorce-related problems with parents only in terms of how they affect the child's classroom behavior and academic performance

 Avoid being drawn into taking sides, or supporting one parent's claims over the other  Be compassionate and a source of support to children, but do not take on a parental role

 Subconsciously use school as a place to vent anger, frustration, sadness  Scared and confused about life  Do not know how to act  Behave well for parents in hopes that they will get back together  Teacher can give support, comfort, and an open line of communication

 Miller, Paul A., Ryan,P., Morrison, W. (1999). Practical strategies for helping children of divorce in today's classroom. Childhood Education. Retrieved from 97/?tag=content;col1 97/?tag=content;col1  Kendrick, Carleton. (n.d.) Behavior Problems Stem from Divorce. Retrieved from problems/41390.html problems/41390.html  Children of Divorce and Adjustment: Effects on Children. (n.d.) Retrieved from