According to the National Statistical Service of Greece, single-parent
families, which emerged after divorce, in 2011 occupied an important place
among other family types, endangering a large number of children to display
behavioral problems and poor school performance. The purpose of the present
study was to investigate the effects of divorce on preschool children.
Specifically, we studied the behavior problems and academic performance of
children from single-parent families compared with children from nuclear
families according to teachers’ views. The research sample consisted of 314
students from various urban and suburban parts of Greece, for which their 118
preschool teachers completed the “Pupil Behavior Rating Scale” (PBRS) and a
questionnaire with demographic characteristics and data of themselves, their
students and their students’ parents. The results of the research showed
statistically significant correlations between 1) the type of family and
occurrence of behavioral problems and 2) the type of family and school performance
of the two student groups (single parenthood-nuclear). According to the
findings of the present study, it appears that the family pattern affects the
emotional development and school progress of children. For this reason, bearing
always in mind that each family is unique, they are of particular importance:
the assurance of a structured family environment (quality relationships of the
members), the regular communication with parents built upon relationships of
respect and trust, and finally, the social support and assistance of competent
institutions to single-parent families.
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