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Divorce, Effects on Children
Consistent with the divorce rate in the United States, about half of all children—representing more than a million children each year—will experience their parents' divorce. This rate is considerably higher in Sweden and lower in the southern region of Europe and Asia. Experiencing a parent's divorce can be stressful for children because the marital discord is often kept secret from them until legal action has taken place, leaving them with little time to cope with the transition of entering into a single-parent family. Additionally, divorce disrupts standard family routines, a child's sense of emotional security that living in a two-parent family provides, and a child's attachment with one or both of his or her parents. Although divorce can potentially be detrimental to a child's well-being, in the presence of certain protective factors children can demonstrate great strength and resilience following a parental divorce.
Divorce and Child Age
Among other factors, children's resilience when parents divorce is related to their age and level of cognitive development. Children's inability to cope effectively with parental separation can manifest itself in many different ways, such as psychological, social, emotional, behavioral, and academic adjustment problems.
Infants
The effects of divorce on infants can be understood by recognizing their attachment to caregivers. Influenced by the amount of time spent with parents and the quality of the parent–child relationship, the primary developmental task in infancy is forming a trusting bond with parents or caregivers. Infants who have attentive and caring parents tend to form a secure and trusting bond with their parents. In the occurrence of divorce, however, one parent typically gains custody of the child, limiting the time a nonresidential parent spends with the child, and residential parents may take on additional non-child-related obligations that compete for their time with their children. When the nonresidential parent is suddenly absent—or when the residential parent takes on longer work hours—an infant may experience emotional insecurity and separation anxiety. Common physical symptoms of insecurity and anxiety are an increase in crying episodes, irritability, loss of appetite, sleep disturbances, and developmental delays.
Toddlers
In many cases, children regress developmentally in the occurrence of a stressful event like parental divorce because of an inconsistency in family routines. This is especially true of toddlers and preschool-age children, who need a stable family environment that allows them to autonomously explore the world and develop a sense of self separate from their caregivers. In toddlerhood, the cognitive milestone of self-reflection produces the ability to feel emotions such as joy, pride, shame, guilt, fear, and anger. The awareness of these emotions influences toddlers' adjustment to parental divorce. Fearing that they will be abandoned by their residential parent, coupled with the anger resulting from losing their nonresidential parent, children in this age group may develop an emotional dependency on the residential parent and demand more attention from that parent than usual. Other children may take another path and withdraw from their residential parent as a result of their anger and fear of abandonment. Developmental regression in the areas of toilet training, eating, sleeping, verbal communication, and language production are possible effects of parental divorce on toddlers.
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- Mexican American Studies/Chicana/o Studies
- Mexican Americans, Education of
- Mexico, Intercultural Universities in
- Microaggressions, Racial
- Middle Eastern Americans, Education of
- Minority Group
- Minority Schooling in Europe
- Model Minorities and the Model Minority Myth
- Multicultural Citizenship
- Multicultural Citizenship and Intercultural Education
- Multicultural Counseling
- Multicultural Education, Approaches to Curriculum Reform
- Multicultural Education, Development of: An Eyewitness Account
- Multicultural Education, Dimensions of
- Multicultural Education, Purposes and Goals
- Multicultural Education Policies and Institutionalization Across Nations
- Multicultural Education Series
- Multicultural Special Education
- Multiculturalism and Sociocultural Identity
- Multiethnic Schools, Creating Effective
- Multiracial and Multiethnic Identities
- Multiracial Students in K–12 Schools
- Music Education and Diversity
- National Association for Multicultural Education
- Native American Studies
- Nativism in the United States
- New Literacies and Learners From Diverse Communities
- Nomadic Populations in the Middle East, Curriculum for
- Objectivity and Diversity
- Pacific Islander Americans, Education of
- Patriotism, Diversity, and Education
- People of Color
- Philippines, Education of Ethnic Minorities in
- Pilipino Cultural Nights
- Positionality and Knowledge Construction
- Prejudice and Discrimination
- Prejudice Reduction
- Privatization and Minority Student Achievement
- Professional Development for Cultural Competence
- Puerto Rican Americans, Education of
- Puerto Rican Studies
- Race, Ability, and Language, Intersections of
- Race, Gender, and Skin Tone
- Race, Teaching About
- Race and Education
- Race and Human Genome Variation
- Racial/Ethnic Disproportionality in Special Education
- Racialization, Process of
- Racism in Schools
- REACH Center
- Reconciliation, Politics of, and Excluded Groups
- Regents of the University of California v. Bakke: An Academic Issue, a Civil Rights Defeat
- Remembering Brown: Silence, Loss, Rage, and Hope
- Resilience and Efficacy in Urban Schools
- Resiliency, Identity, and Competence
- Roma in Europe, Education of
- Russia, Education of Ethnic Groups
- Russia, Multicultural Education in
- School Discipline, Race, and Ethnicity
- Science Education and Diversity
- Segregation, Desegregation, and Resegregation
- Service Learning, Diversity, and Teacher Education
- Singapore, Education and Ethnic Diversity in
- Social Justice and Education in Europe
- Social Protest and Education
- Social Studies Education and Diversity
- South Africa, Multicultural Education in
- South Asian Americans
- South Asian Muslim Youth in the United States
- Special Education and Students of Color
- Stereotype Threat
- Student Diversity: Clarifying Meanings
- Subtractive Schooling
- Sweden, Multicultural Education in
- Tibetan Diaspora, Education in
- Turkey, Kurdish Education in
- Two-Faced Racism: Whites in the Backstage and Frontstage
- Undergraduate Readiness for Diversity
- United Kingdom, Multicultural Education in
- United Kingdom, Race and Education in
- United States: Educational Inequality
- United States, Intercultural/Intergroup Education in
- United States, Multicultural Education in
- Universal Declaration of Human Rights
- Vietnam, Ethnic Education in
- Vietnamese American Youth
- White Privilege and Education
- Xenophobia and Antidiscrimination in Europe
- Young Men of Color, Educational Experiences of
- Abington School District v. Schempp (1963)
- Anti-Semitism in Schools and Society
- Black Church, Youth, and the Civil Rights Movement
- Christian Privilege in Schools and Society
- Common Schools Movement
- December Dilemma
- Engel v. Vitale (1962)
- Everson v. Board of Education (1947)
- Freedom of Speech, Fundamentalist Schools and
- Hate Crimes, Religion and
- Hate Crimes After September 11, 2001
- Houses of Worship, Terminology for
- Islam in Asian Education
- Islamophobia in U.S. Society and Schools, Recognizing and Countering
- Lemon v. Kurtzman (1971)
- New-England Primer, The
- Pluralism Project, The
- Private Religious Schools (Non-Muslim) in the Middle East
- Religion, Culture, and Education in the United States
- Religion, Curriculum Issues
- Religion, Teaching About in Schools
- Religion, the Courts, and Public Schools
- Religion and Sexuality, Intersections of
- Religion and Teaching in the College Classroom
- Religion in Public School Curricula in the Middle East
- Religious Holidays in U.S. Schools
- Religious Instruction, Religious Symbols, and Prayer in Public Schools in Europe
- Religious Minorities and Religious Schools in Europe
- Religious Orientation and Diversity
- Religious Pluralism
- Separation of Church and State
- Sherbert v. Verner (1963)
- United States, Islamic Schools in
- World's Parliament of Religions, 1893
- Achievement Gap
- Asian American Youth in Poverty
- At-Risk Students
- Cultural Capital
- Cultural Reproduction
- Culture of Poverty
- Digital Divide, Digital Learning, and Equal Access
- Diversity as a Class and Caste Issue
- Dropout
- Educational Stratification
- Empowerment Zones and Student Achievement
- Financial Aid and Access to Higher Education
- First-Generation College Students
- Hawaii, Asian American Hierarchy in
- Homeless Students
- Inequality of Educational Opportunity, Persistence of
- Intergenerational Transmission of Wealth
- Intersectionality of Race, Class, Gender, and Ethnicity
- Low-Income Students, Education of
- Low-Income Youth, Access to Education
- Middle East, Education of Working Children in
- Parental Human Capital and Education
- Private Schools and Equal Educational Opportunity, United States and South Africa
- Social Capital
- Social Class and Education
- Social Class and Gender
- Social Class Privilege and Education
- Social Hierarchy
- Social Reproduction
- Socioeconomic Integration and Segregation
- Suburban Schooling
- Undocumented Immigrants, Children of
- Unequal Childhoods
- United States, Education of Immigrants in
- Urban Underclass
- A WORLD OF DIFFERENCE® Institute
- Activity Theory, Teacher Education, and Diversity
- Administrator/Staff Training and Supervision for Schools With Diverse Student Populations
- Alternative Pathways Into Teaching
- Antiracist Training for Educators
- Bridging Cultures, Teacher Training Project
- Critical Race Theory, Teacher Education, and Diversity
- Culturally Responsive Assessment
- Diversifying the Teacher Workforce
- Diversity and Teacher Education Policy
- Diversity Training for Faculty, Staff, and Administrators
- Dysconscious Racism and Teacher Education
- Early Childhood Education, Teacher Preparation for Diversity in
- Elementary Education, Teacher Preparation for Diversity in
- English Language Learners, Teacher Preparation for Diversity
- Ethnic Diversity in Teacher Education
- Identity Theory, Teacher Education, and Diversity
- Immigrant Populations, Teacher Preparation for Diversity
- Indigenous Populations, Teacher Preparation for Diversity
- Internationalization of Teacher Education
- Literacy, Teacher Preparation for Diversity
- Mathematics, Teacher Preparation for Diversity
- Mentoring, Teacher Preparation Pedagogy
- Multicultural Teacher Education
- REACH Center
- Research on Diversity and Teacher Education
- Rural Schools, Teacher Preparation for Diversity
- School Leadership for Diversity
- Science and Technology, Teacher Preparation for Diversity
- Social Justice and Teacher Education: Issues, Challenges, and a Theory
- Social Justice Teacher Education
- Special Education, Teacher Education, and Diversity
- Students With Special Needs, Teacher Preparation for Diversity
- Teacher Accreditation Programs: Accreditation and Diversity
- Teacher Education in the United States: Approaches to Improvement
- Teacher Educator Preparation for Diversity
- Teacher Preparation for Diversity
- Teacher Preparation for Diversity, History and Social Studies
- Teacher Preparation Pedagogy, Child Study Approach
- Teacher Preparation Pedagogy, Community-Based
- Teacher Preparation Pedagogy, Critical Reflection and
- Teacher Preparation Pedagogy, Practitioner Research
- Urban Schools, Teacher Preparation for Diversity
- White Teachers, Teacher Preparation for Diversity
- Academic Standards
- Achievement Gap
- Achievement Gap and Tracking, International Evidence
- Achievement Tests
- Advanced Placement Tests
- Alternative Assessments
- Aptitude Tests
- Assessment in Special and Inclusive Education
- Attitudes of Preschool Children, Implicit Measures of
- Basic Skills Testing
- Bias, Testing, and Assessment
- Campbell's Law
- Classroom Assessment and Diversity
- English Language Learners, Accommodations for in Testing
- Equity in Assessment
- Flynn Effect
- High-Stakes Testing
- Intelligence Testing
- Merit-Based and Need-Based College Admissions
- Opportunity-to-Learn Standards
- Standardized Testing and Standards
- Standards for Educational and Psychological Testing
- Students With Disabilities, Accommodations for in Testing
- Students With Disabilities, Testing of
- Test Scores, Validity and Validation of
- Testing, Historical Development of
- Testing, Judicial Decisions on
- Testing, State Versus National
- Tests, Translation of
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