A comprehensive review and critique of the literature on the effects of divorce on primary level students and guidance strategies

Abstract

The purpose of this study was to review, analyze, criticize, and draw sets of implications from literature on the subject of determining the cognitive, social, and emotional effects experienced by primary level students due to their parents’ divorce. It also determined common strategies for schools for guiding children of divorce to reach age appropriate levels of cognitive, social, and emotional development. This study researched behaviors and development of children who have experienced their parents’ divorce in home and school environments and strategies were determined that would help guide the child in these settings. This study explored the impact of divorce on primary level students through a review of literature and results were developed through a critical analysis of the information in a qualitative format. The findings in this study have extensive generalizability to situations where primary level students are experiencing their parents’ divorce. The findings indicate that some children of divorce do experience stress at various levels more than children in intact families do. Parental conflict and stress associated with the divorce effect parenting skills which have an impact on how well the child copes with the divorce. Schools can help by creating an environment that offers stability, safety, and consistency