Impact of Divorce on Students in Florida

Divorce rates in the United States have remained relatively high, and Florida is no exception. I have been observing many cases of divorces in different parts of the USA and reading many articles on divorces of people from other parts of the world. I was concerned about the effects such divorces have on children’s academic performance and emotional well-being. I searched for some peer-reviewed articles on the impact of divorce on children and found that the initial shock and emotional turmoil can lead to decreased academic performance, especially in the immediate aftermath of the divorce (Tullius et al.; Dong et al.). This decline in performance may manifest as lowered grades, reduced engagement in classroom activities, and difficulty focusing on assignments.

Further, according to Demir et al. and Nyarko et al., divorce makes most of the affected children experience a wide range of emotions, including anxiety, sadness, and anger that can manifest in behavioral changes such as increased irritability, withdrawal from social activities, or difficulty in forming new relationships. I found it necessary for educators, parents, and policymakers to understand the effects of this familial transition on children. I conducted an observation in four schools in Florida guided by the following questions:

1. What changes in behavior and performance do students exhibit after their parents’ divorce?
2. Are there differences in the way divorce affects students at various grade levels?
3. What support systems, if any, are available to students in Florida schools dealing with parental divorce?

I hypothesized that divorce leads to loneliness, stress, and poor academic performance in school-going young children with lower and higher educational levels.

Methods

Over two consecutive school days, I conducted observations in four schools: College of Central Florida, Chipola College, Stanton College Preparatory School, and Suncoast Community High School, in Florida. I used field notes to record my observations.

Field Notes

Day 1: College of Central Florida (Morning)

• I entered the campus as an observer
• Collaborated with teachers to identify students raised by single parents
• Several students appeared disengaged, occasionally checking their phones during lectures.
• Increased absenteeism among identified students raised by single parents
• The academic performance of these students fluctuates, with some struggling to keep up with coursework.
• No mental health programs

Day 1: Chipola College (Evening)

• Entered campus during evening classes
• Collaborated with teachers to identify students from single-parent households
• Students appeared more focused during evening classes
• Identified students exhibited a sense of independence in their approach to coursework
• Emotional well-being appeared relatively stable among this group, but a few mentioned stresses related to managing academics and personal responsibilities
• Mental health sessions every Monday and Thursday

Day 2: Stanton College Preparatory School (Morning)

• Entered the school through the main gate during morning hours
• Collaborated with teachers to identify students from single-parent households
• High level of academic engagement among students
• Identified students from single-parent households demonstrated strong academic performance and involvement in extracurricular activities.
• Emotional well-being appeared stable, with strong peer support networks evident.
• Have mental health programs involving professionals and peers

Day 2: Suncoast Community High School (Evening)

• Entered the school premises during evening hours
• Collaborated with teachers to identify students raised by single parents
• Students exhibited signs of increased stress, particularly among those preparing for college admissions
• Identified students from single-parent households displayed diverse emotional responses, with some seeking peer support and others struggling with anxiety and stress.
• No programs about mental health

As the sun rose on the first day of the observational study, I stood at the College of Central Florida entrance. The campus buzzed with activity as students hurriedly made their way to morning classes. I had prepared for this moment for a week, armed with a notebook and pen. I had also established a collaboration with the teachers beforehand to identify students raised by single parents to gain insights into the subgroup of students from divorced parents I aimed to observe. As I entered the campus, I discreetly watched the students making their way to classes, my eyes keen on the identified group. It didn’t take long to notice that several appeared disengaged, occasionally checking their smartphones during lectures. I took careful notes, jotting down observations of their behavior. It was clear that some of them struggled to keep up with the coursework, their attention seemingly divided between the academic material and personal concerns.

As the day transitioned into the evening, I went to Chipola College. The atmosphere was different from the morning campus at the College of Central Florida. Evening classes were in session, and students appeared more focused. Once again, I collaborated with the teachers to identify students from single-parent households. During my observation at Chipola College, I noticed that the identified students exhibited a sense of independence in their approach to coursework. Unlike the morning observations, they appeared more in control, managing their academic responsibilities alongside personal obligations. One of the teachers informed me that mental health programs were conducted every Monday and Friday, involving students and mental health professionals. I took diligent notes, capturing their behaviors and any noticeable emotional cues. It became evident that emotional well-being among this group appeared relatively stable, although a few mentioned experiencing stresses related to managing academics and personal responsibilities.

On the second day of the study, I found myself at Stanton College Preparatory School, a high school. This time, it was morning, and the campus was abuzz with high levels of academic engagement among students. Collaborating with teachers once more, I identified students from single-parent households and began my observations. What stood out immediately was the high level of academic engagement among students. The students I observed from single-parent households excelled academically, actively participating in classroom activities and displaying solid academic performance. Their emotional well-being appeared stable, with a strong peer support network evident. The atmosphere at Stanton College Preparatory School was one of academic rigor and mutual support, even among students facing the challenges of parental divorce.

As the sun set on the second day, I went to Suncoast Community High School. Evening hours meant that students were preparing for exams and college admissions, adding stress to the environment. Once again, I collaborated with teachers to identify students raised by single parents, and my observations began. Suncoast Community High School students exhibited signs of increased stress, particularly those preparing for college admissions. Identified students from single-parent households displayed a diverse range of emotional responses. Some sought peer support and appeared to cope effectively, while others struggled with anxiety and stress.

Results

The two-day observational study in four schools across Florida revealed diverse responses among students in the aftermath of their parents’ divorce. These responses were influenced by the school environment and the availability of support systems but not grade level. At the College of Central Florida, students from divorced families appeared disengaged and occasionally distracted during morning classes. This disengagement correlated with increased absenteeism and fluctuating academic performance, with some students needing help to keep up with coursework. However, at Chipola College, where evening classes were conducted, the identified students exhibited a sense of independence in managing their academic responsibilities, resulting in relatively stable academic performance. Relatively, some students displayed signs of disconnection and emotional distress at the College of Central Florida, while at Chipola College, emotional well-being appeared relatively stable.

The observations at Stanton College Preparatory School, a high school, revealed high academic engagement among students from divorced families. These students actively participated in classroom activities and demonstrated strong academic performance. Evidently, the school’s academic rigor and strong peer support network contributed to their academic success. On the other hand, at Suncoast Community High School, students preparing for college admissions exhibited signs of increased stress, which affected their academic performance. Emotional responses among identified students were diverse, with some seeking peer support while others struggled with anxiety and stress. In general, the results showed that schools with support systems produce high academic performing students with stable mental health from divorced families, unlike schools with no support systems.

Conclusions

The observational study across four Florida schools highlights the diverse responses of students to parental divorce. The school environment and support systems influence academic performance and emotional well-being but not grade level. Schools with strong support networks can mitigate the adverse effects, but dedicated mental health programs are needed to assist students facing this challenge. Further research should explore long-term effects and support system efficacy. Understanding these dynamics is crucial for providing necessary resources to students coping with divorce.

References

Demir-Dagdas, Tuba, et al. “Parental divorce and children from diverse backgrounds: Multidisciplinary perspectives on mental health, parent–child relationships, and educational experiences.” Journal of Divorce & Remarriage 59.6 (2018): 469-485.

Dong, Simeng, Qinnan Dong, and Haiyan Chen. “Mothers’ parenting stress, depression, marital conflict, and marital satisfaction: The moderating effect of fathers’ empathy tendency.” Journal of Affective Disorders 299 (2022): 682-690.

Nyarko, Felix, et al. “How stressful life events and violence are related to mental health: the protective role of social relations in the African context.” Heliyon 6.8 (2020).

Tullius, Janne M., et al. “Adolescents’ mental health problems increase after parental divorce, not before, and persist until adulthood: a longitudinal TRAILS study.” European child & adolescent psychiatry 31.6 (2022): 969-978.