1.1 Introduction
Divorce is commonly defined as the legal dissolution of a marital union between a man and a woman by a competent authority, often leading to significant changes in the family structure (Amato, 2000). While divorce is primarily an issue between spouses, its consequences often extend to the children born into the marriage, particularly those in their formative educational years. Primary school pupils, being at a sensitive stage of cognitive, emotional, and social development, are particularly susceptible to the disruptions that divorce introduces into the family system. In many societies, including Nigeria, the family is considered the foundational unit of support and socialization for the child. It is within the family that children acquire their first experiences of care, discipline, values, and academic motivation. When divorce occurs, this stable structure is fractured, often resulting in emotional instability, economic hardship, changes in living arrangements, and reduced parental involvement factors that may negatively influence a child's academic progress (Hetherington & Kelly, 2002).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Divorce, the legal termination of a marriage by a court or other competent authority, is increasingly recognized as a critical social issue with far-reaching implications, especially on the development and academic life of children. In the context of primary education, divorce has emerged as one of the family-related factors influencing children's performance, behavior, and psychological well-being in schools. The family, as the first agent of socialization, plays a vital role in shaping a child's learning capacity, self-esteem, and emotional stability. When that structure is disrupted by divorce, children are often caught in the middle of the emotional and economic turbulence that follows.
According to Amato (2001), children of divorced parents are at greater risk of experiencing academic difficulties, behavioral problems, and reduced psychological well-being compared to their peers from intact families. He reported that such children are more likely to receive lower grades and experience challenges in concentrating during lessons. Similarly, Hetherington and Kelly (2002) asserted that the emotional stress resulting from divorce can interfere with a child's ability to focus and perform academically, especially when compounded by the lack of consistent parental support and supervision (Hetherington and Kelly, 2002).
Wadsby (2012) stated that divorce often leads to instability in children's home environments, affecting their routine, sense of security, and access to learning resources. This instability is especially harmful for primary school pupils, who are still in the formative stages of their academic and emotional development. Additionally, Oyefara (2014) affirmed that children from divorced homes in Nigeria often suffer from neglect and emotional withdrawal, both of which contribute to declining school performance and increased absenteeism.
Scholars like Adeyemi and Jegede (2016) contend that divorce not only impacts pupils' academic achievement but also their social integration in the school environment. They noted that children from broken homes often experience stigma, bullying, or self-isolation, which could further erode their academic confidence. In Nigeria, where extended family systems are increasingly weakened by urbanization and economic stress, the support structures that might buffer the effects of divorce on children are less reliable, leaving the pupils more vulnerable.
The issue is further complicated by socio-economic factors that accompany many divorce cases. According to Akinrinmade (2018), financial hardship following divorce often limits access to quality education, learning materials, and extracurricular opportunities, thereby impeding the child's academic potential. Teachers and school administrators frequently report that pupils from divorced families tend to be less attentive, more emotionally reactive, and harder to engage in learning activities, particularly when the divorce is recent or marked by high parental conflict.
Studies have shown that children from divorced families often encounter difficulties such as diminished concentration, lower test scores, lack of motivation, and behavioral issues in school settings (Sun & Li, 2009). On the other hand, not all children of divorced parents perform poorly in school. Some exhibit resilience and maintain academic stability due to strong support systems, positive school environments, and effective co-parenting arrangements. Nevertheless, the likelihood of academic disruption is notably higher among this group, particularly when the divorce process is marked by conflict, instability, or neglect. This study is set against the backdrop of these gaps in knowledge and the increasing need to understand the unique effects of divorce on the academic lives of primary school pupils in Nigeria.
1.3 Statement of Problems
Investigation revealed that pupils from divorced homes are more prone to academic challenges, including lower test scores, increased absenteeism, reduced classroom engagement, and behavioral problems compared to their peers from intact families (Amato, 2010). The psychological effects of divorce such as feelings of abandonment, low self-esteem, anxiety, and depression often interfere with a child's ability to focus, retain information, and perform academically. Teachers and school administrators frequently encounter situations where children from broken homes show reduced academic enthusiasm or exhibit attention-seeking and disruptive behaviors in classrooms, which are signs of emotional distress stemming from family instability.
Furthermore, it is worth noting that not all children from divorced families experience negative academic outcomes. Some children demonstrate remarkable resilience and adapt effectively to their new family dynamics, especially when provided with adequate emotional support, counseling, and a stable learning environment (Kelly & Emery, 2003). It is against this backdrop that this study seeks to examine the effect of divorce on pupils' academic performance in primary schools, with the aim of generating practical insights that would guide teachers, parents, and policymakers in supporting affected children.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the effect of divorce on the academic performance of pupils in primary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the relationship between parental divorce and pupils' academic performance.
- To examine the emotional and behavioral effects of divorce on primary school pupils.
- To assess the level of academic support provided to children from divorced homes.
- To investigate the role of school counselors and teachers in mitigating the academic effects of divorce.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the relationship between parental divorce and pupils' academic performance in primary schools?
- How does divorce affect the emotional and behavioral disposition of pupils in the classroom?
- What forms of academic support are accessible to children from divorced homes?
- What role do school personnel play in supporting pupils affected by divorce?
1.6 Significance of Study
It is believed that at the completion of the study, the findings will also guide policymakers in formulating inclusive educational strategies and inform parents about the importance of maintaining emotional stability for their children post-divorce. It will also inform the development of teacher training programs that equip school staff with the skills necessary to support children from broken homes.
Additionally, parents will benefit from this research, as it will create awareness of how divorce decisions and post-divorce relationships directly affect their children's learning outcomes. The study will also serve as a reminder of the importance of maintaining a supportive and stable environment for their children, regardless of marital status.
Furthermore, the findings will enable teachers and school administrators to identify early signs of emotional or academic distress among pupils from divorced families and to develop more responsive teaching strategies and support systems.
Lastly, researchers and scholars in education, psychology, and sociology will use the study as a reference for future work, contributing to the growing body of knowledge on child development, family dynamics, and education in Nigeria and similar contexts. It will also provide a basis for comparative studies across regions and educational levels.
1.7 Scope of the Study
The scope of this research is focused on the effect of divorce on pupils academic performance in primary schools using some selected public and private primary schools in Ogun State, Nigeria. It will investigate pupils between Primary 3 and Primary 6 whose academic records and emotional behavior are available for analysis and whose parents are separated or divorced.
1.8 Limitations of the Study
The study was constrained by several factors, including insufficient data from school records regarding pupils' family status. There was frequent power failure during the process of data collection and analysis, which delayed progress. In many cases, respondents delayed in returning questionnaires, which reduced the initial sample size. The research process was also affected by financial and time constraints, limiting the number of schools and stakeholders that could be involved.
1.9 Definition of Terms
Divorce:
Divorce is the legal dissolution of a marital union by a court or authorized body. In this context, it refers to the separation of pupils' parents and the subsequent breakdown in the family structure that may impact the child's academic journey (Amato, 2000).
Academic Performance:
Academic performance refers to a pupil's measurable achievement in school, typically reflected through tests, grades, and classroom participation (Okoye, 2016).
Primary School:
A primary school is an institution that provides the first stage of formal education for children, usually between the ages of 5 and 12 (FGN, 2014). It is during this stage that foundational academic and social skills are developed.
Pupils:
Pupils are young learners, usually children enrolled in a primary school. In this study, it refers to children in public or private primary schools affected by their parents' marital separation.
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