TY - JOUR
T1 - Children of high conflict divorce
T2 - exploring the experiences of primary school teachers
AU - Laletas, Stella
AU - Khasin, Michelle
N1 - Publisher Copyright:
© 2021 Elsevier Ltd
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021/8
Y1 - 2021/8
N2 - 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.
AB - 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.
KW - Child development
KW - Children
KW - High conflict divorce
KW - Inter-parental conflict
KW - Primary school teachers
KW - Vulnerable students
UR - http://www.scopus.com/inward/record.url?scp=85107684817&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2021.106072
DO - 10.1016/j.childyouth.2021.106072
M3 - Article
AN - SCOPUS:85107684817
VL - 127
JO - Children and Youth Services Review
JF - Children and Youth Services Review
SN - 0190-7409
M1 - 106072
ER -