Divorce and the School

Cox, Kathleen M.; Desforges, Martin

doi:10.4324/9781315411897

Cited by 6 publications

(15 citation statements)

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“…Figures from the 1991 census show that, in the UK, around one in three marriages end in divorce. Cox and Desforges (1987) suggested that, before they reach the age of 16, one in five children would experience the divorce of their parents, while an unknown number would be affected by parental separation. However, a survey of 836 Year 7 pupils from six comprehensive schools in the north of England found that 25 per cent, or one in four pupils, had already experienced the separation or divorce of their parents .…”

Section: Incidencementioning

confidence: 99%

“…They either attempt to deny the reality of the separation by pretending that nothing has changed or become very upset and regress to more immature behaviour with perhaps loss of independence in dressing, feeding or toileting. Pre-school children often fear the loss of the other parent when one has left the family home, so they may cling more closely to the remaining parent or get very upset at routine separations (Cox and Desforges, 1987).…”

Section: Age Of the Childmentioning

confidence: 99%

“…Many children whose parents have separated or divorced report that they would have liked someone at the school to encourage them to talk about their feelings and reactions to their situation and to suggest relevant books for them to read . A range of specific strategies which teachers can employ to help children cope with the separation of their parents has been suggested by Cox and Desforges (1987). These are discussed below.…”

Section: What Can Teachers Do To Help?mentioning

confidence: 99%

“…London: David Fulton. Cox, K. M. and Desforges, M. (1987) Dyregrov, A. (1991) Department of Health (1991)…”

Section: Acknowledgementsmentioning

confidence: 99%

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Mental Health Handbook for Schools

Atkinson¹,

Hornby²

2015

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This handbook is a practical, accessible guide to the promotion of good mental health in schools. It provides teachers with up-to-date information on childhood and adolescent mental health problems commonly encountered in schools, and offers practical suggestions for identifying and supporting pupils with specific mental health difficulties.The book focuses on a range of childhood and adolescent mental health problems and the circumstances which can lead to these difficulties, including: • ADHD • suicidal behaviour and deliberate self-harm • eating disorders • obsessive-compulsive disorder • anxiety disorders • autism • substance abuse • parental separation and divorce • depression • bullying • schizophrenia • bereavement.The handbook is an invaluable resource for all schools. It includes essential information about child and adolescent mental health services and outlines a whole-school approach to the promotion of good mental health. It will prove indispensable for all teachers, special educational needs co-ordinators, heads of year, PSHE co-ordinators, education welfare officers and educational psychologists.

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Section: Incidencementioning

confidence: 99%

Section: Age Of the Childmentioning

confidence: 99%

Section: What Can Teachers Do To Help?mentioning

confidence: 99%

“…London: David Fulton. Cox, K. M. and Desforges, M. (1987) Dyregrov, A. (1991) Department of Health (1991)…”

Section: Acknowledgementsmentioning

confidence: 99%

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Mental Health Handbook for Schools

Atkinson¹,

Hornby²

2015

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“…During such times, the relationship between home and school can be an important source of continuity, community connection and support for parents and children (Colpin, et al, 2004;Potter, 2010). However, schools are not necessarily equipped for responding to the challenges associated with these circumstances (Daly, 2009;Cox & Desforges, 2018) even more so in cases where more complex issues such as custody disputes and family violence 1 are factors in parental separations (Cooper, et al, 2012;Eriksson, et al, 2013aEriksson, et al, , 2013bDavies & Berger, 2019). In this paper, we draw on in-depth interviews with four parents -two fathers and two mothers -who shared their experiences of school engagement during their own period of 1 Here, as in other publications arising from this study, we use the term 'family violence' in line with guidance from the Royal Australian College of General Practitioners (RACGP).…”

mentioning

confidence: 99%

‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions

Saltmarsh

Tualaulelei

Ayre

2021

Gender and Education

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A damn sight more sensitivity': Gender and parent-school engagement during post-separation family transitions Gender and Education 1'A damn sight more sensitivity': Gender and parent-school engagement during post-separation family transitions This paper considers the importance parents place on engaging with children's schools following the dissolution of parental intimate partner relationships. These periods of family transition typically involve many changes to everyday life, and can be complicated by tensions, disputes and competing agendas between parties. During such times, school staff may be unaware of family circumstances, uncomfortable about being privy to what many consider private matters, or unsure of their responsibilities based on the information available to them. For parents, however, the link between home and school can be a critical aspect of maintaining community connections and supporting children's learning and wellbeing during a time of personal and family upheaval. Here we draw on in-depth interviews with four Australian parents, whose experiences highlight how gendered norms and assumptions that underpin everyday school activities and practices can create exclusions and additional demands for families in need of sensitivity, safety and support.

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Separated parents’ experiences with the Australian school system: an overview

et al. 2022

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For decades, the role of parental engagement in children’s schooling has been central to the promotion of learning and wellbeing outcomes for children. However, the recognition of diverse family structures, including where a child’s parents are separated, is largely absent from these models of engagement. Instead, prior research has focussed on the impacts of separation and divorce on children’s learning, resulting in a dearth of work on separated parents’ experiences of engaging with their children’s schools. In order to document these parents’ experiences, a qualitative survey was deployed. From this investigation, it is clear that diverse family structures, particularly those where parents are separated, are not well accommodated, or even well understood, in the schooling context. In many cases, however, small adjustments on the part of the school can make significant differences in enhancing parents’ successful involvement in their children’s education.

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Divorce and the School

Cited by 6 publications

References 0 publications

Mental Health Handbook for Schools

Mental Health Handbook for Schools

‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions

Separated parents’ experiences with the Australian school system: an overview

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