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Children of high conflict divorce: Exploring the experiences of primary school teachers

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  • Laletas, Stella
  • Khasin, Michelle

Abstract

Ongoing parental conflict after divorce is particularly difficult on school aged children. Consistent research has demonstrated that high conflict divorce can induce adjustment problems and increase risk of child psychopathology. For these children, school represents a safe space to thrive and develop the cognitive, social and emotional skills that can serve as a buffer and reduce the risk of adjustment difficulties and mental health problems. Trained in child development, teachers have the knowledge base and play a critical role in identifying behavioral warning signs of children ‘at risk’. The aim of this study is to explore the experiences of teachers working with children exposed to high parental conflict before, during and after divorce/separation. Using semi-structured interviews, five primary school teachers shared their every-day experiences of teaching and caring for primary school aged students struggling to cope with the emotional distress related to high levels of parent stress and parent conflict associated with family breakdown and the process of high conflict divorce. The data was analyzed using an Interpretative Phenomenology Analysis framework by Jonathan Smith. The findings revealed that ‘caring’ for and about studentswas a key feature of being sensitively responsive to these children. However, as highlighted by these teachers, this work is emotionally exhausting and professionally challenging, placing teachers at risk of burnout. The findings contribute to the knowledgebase of how-to best support teachers who teach vulnerable school populations. Implications for teacher training and support at different levels within the school system are discussed.

Suggested Citation

  • Laletas, Stella & Khasin, Michelle, 2021. "Children of high conflict divorce: Exploring the experiences of primary school teachers," Children and Youth Services Review, Elsevier, vol. 127(C).
    • Handle: RePEc:eee:cysrev:v:127:y:2021:i:c:s0190740921001511
    DOI: 10.1016/j.childyouth.2021.106072
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    References listed on IDEAS

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    1. Fabrizio Bernardi & Diederik Boertien, 2017. "Explaining Conflicting Results in Research on the Heterogeneous Effects of Parental Separation on Children’s Educational Attainment According to Social Background," European Journal of Population, Springer;European Association for Population Studies, vol. 33(2), pages 243-266, May.
    2. Laletas, Stella & Reupert, Andrea & Goodyear, Melinda, 2017. "“What do we do? This is not our area”. Child care providers' experiences when working with families and preschool children living with parental mental illness," Children and Youth Services Review, Elsevier, vol. 74(C), pages 71-79.
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    5. Sorek, Yoa, 2019. "Children of divorce evaluate their quality of life: The moderating effect of psychological processes," Children and Youth Services Review, Elsevier, vol. 107(C).
    6. Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
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