![]() ![]() Thus, the family constitutes a key social setting and, even if parental conflict may not be present, the absence of one parent may be problematic for the child’s socialization. Parents are important resources for the child, providing emotional support, practical assistance and guidance and can serve as role models to teach their children social skills. Interparental conflict may engender attention problems, self-blaming attributions, elevated conflict with peers as well as general emotional and class-room difficulties leading to reduced academic performance in school children. Indeed, conflict levels between parents before, during, and after the parental divorce may explain more about children’s adaptation to parental separation than the actual event of divorce. These less favourable outcomes in children, which are seen both immediately after the divorce and in a longer perspective, are similar to the outcomes found in interparental conflict. In the last decades, several studies have found that children with divorced or separated parents had less favourable outcomes, including academic achievement, psychosocial well-being, self-concept, as well as a higher risk of dropping out of school than children living in intact families. In 2015, 27% of all children in Denmark under the age of 18 years living at home shared an address with only one parent. A little more than half of all divorces involve children. In the past 20 years, family dissolution has become more common in most Western countries and it is estimated that about half of first marriages will be dissolved. The school may be an important setting for identifying and providing help and support in children experiencing family dissolution. ConclusionĬhildren from dissolved families had higher odds for low social well-being at school compared with children from intact families, especially those who experienced family dissolution in the preschool age. Among the 31% who lived in dissolved families, we found more children with a low level of social well-being at school (adjusted OR 1.41, 95% CI 1.36 1.47) than those in intact families especially among those who at the time of family dissolution were in the preschool age (1.55, 95% CI 1.47 1.64). ResultsĪ total of 5% of the children had a low social well-being at school. We examined low social well-being according to family dissolution and used multiple logistic regression analyses to adjust for parental educational level, ethnicity and siblings and further stratified for gender and age. The definition of social well-being was constructed on the children’s perception of sense of belonging in the school setting, in the class and the school community, as well as perceptions on safety, loneliness and bullying. We defined a historic cohort study of 219,226 children and adolescents aged 9–16 years and combined demographic registry data of family structure with questionnaire data on social well-being based on the Danish National Well-being Questionnaire completed in 2015. We investigated the association between family dissolution and children’s social well-being at school, including the possible influence of the child’s age at the time of the family dissolution. Studies show that children from dissolved families have lower levels of social well-being than children from intact families, but only few studies have examined the impact on social well-being specifically in the school setting. Family dissolution has become more common and one third of the child population in most Western countries now experience family dissolution. ![]()
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