ADIGRAT UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY

ASSESSING THE EFFECT OF DIVORCE ON EDUCATIONAL

ACHIVEMENT OF SCHOOL CHILDREN IN ADIGRAT; THE CASE OF 05
KEBELE
THE SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF SOCIOLOGY IN
PARTIAL FULFILMENT OF REQUIREMENTS FOR DEGREE BA IN SOCIOLOGY

BY: Fkadie Tesfaneh ADVISOR: Firehiwote .T (MA)

Id NO RSSH/ 03756/08

June, 2018
ADIGRAT, ETHIOPIA

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ACKNOWLEDGMENT
First and above all, I would like to thanks my Almighty God who is the source of my strength
and every achievement in my life. Secondly my great and deepest thanks goes to my respective
Advisor FIREHIWOTE .T [MA] for this unforgettable assistance and for her genuine
professional and advice from the beginning of the proposal up to the end of the research, Thirdly,
I would to express my heart full thanks to my family specially my father and mother for their
financial and moral support. And Finally, I would like to thanks greatly my participant who
provides valuable information to complete this study.

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Abstract
Divorce or dissolution is a legislatively created, judicially administrated process that legally
terminates a marriage no longer considered variable by one or both of the spouses and that
permits both to remarry. The general objective of this study was to assess the impact of divorce
on educational achievement of school children in Adigrat city Keble 05. The specific objective of
the study would be to assess the major determinants of educational performance for school
children and to examine the coping mechanisms that are employed by victim children to reduce
educational challenge. This study would be including both conceptual and operational definition
of term. The major impact of divorce was economic, social, psychological and academically
educational quality as well as lower score grade. The study employed across sectional designed
in order to limit of time and budget capacity consider and used both qualitative and quantitative
approaches. The researcher selected 30 respondents for the population of the study area. The
researcher used only non-probability sampling technique that means snowball sampling
techniques. The researcher employed both primary and secondary source of data to give
firsthand information and available documents respectively. This study would be including
interview and questionnaires to including both cloth ended and open ended questions are the
data collection instruments. The researcher was used both qualitative and quantitative methods
of data analysis. According to the finding results in divorce was very serious problem in relation
to divorced on educational achievement of school children like low academically score grade,
psychologically impact, the impact of educational quality, economic and social interaction
impacts. Divorce is a serious is and is becoming and more common every day. As educators we
need to be fully prepared to any situation that arises in our class rooms. Hopefully these
suggestions once read by the administration team can be implemented in to school improvement
plans and possibility be added district wide. To reduce the above impacts divorced parents;
governmental organizations; formal school teachers; religious leaders and other responsible
officials should work in a cooperative manner.

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Table of content

Table of Contents
ACKNOWLEDGMENT....................................................................................................................................i
Abstract.......................................................................................................................................................ii
Table of content..........................................................................................................................................iii
List of table..............................................................................................................................................v
1. Introduction............................................................................................................................................1
1.1Back grounds of the study.................................................................................................................1
1.2Problem statement................................................................................................................................3
1.3 Objective of study..................................................................................................................................4
1.3.1 General objective.......................................................................................................................4
1.3.2 Specific objective.......................................................................................................................4
1. 4 Research question.........................................................................................................................4
1.5 Significance of the study....................................................................................................................4
1.6 Scope of the study.............................................................................................................................4
1.7. Organization of the Study................................................................................................................5
1.9. Definition of terms...........................................................................................................................5
2.1. The Concept and Frame work Children of Divorced Parents on education......................................6
2.2. Sociological Theories on divorce.......................................................................................................6
2.2.1. Feminism perspective on divorce..............................................................................................6
2.2.2. Symbolic interaction theory.......................................................................................................7
2.2.3. Conflict theory of divorce..........................................................................................................7
2.2.4. Functional theory on divorce.....................................................................................................8
2.3 The major determinants of educational performance for school children......................................9
2.3.1 Family Issues...............................................................................................................................9
2.3.2 Physical and mental effects on children.....................................................................................9
2.3.4. Economic Impact on children..................................................................................................11
3. Research Methods.................................................................................................................................14
3.1Research designs..............................................................................................................................14
3.2 Study area description.....................................................................................................................14

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 3.3 Study population.............................................................................................................................14
3.6.1. Primary source of data.............................................................................................................15
3.6.2. Secondary source of data........................................................................................................15
3.7. Methods of data collection instrument..........................................................................................15
3.7.1. Questionnaires.........................................................................................................................15
3.7.2. Key informant interview..........................................................................................................15
3.8. Methods of data analysis and presentation....................................................................................15
3.9 Ethical consideration.......................................................................................................................16
4. Result and Discussion............................................................................................................................17
4.11 The educational problems of school children faced after the divorced family..............................28
4.12. The coping mechanisms of that employed educational challenge on School divorced children. .30
4.13 The effects of divorce on academic Achievement.........................................................................31
5 .CONCLUSION AND RECOMENDATION...................................................................................................34
5.1 Conclusion.......................................................................................................................................34
5.2 Recommendation............................................................................................................................35
REFERANCES.........................................................................................................................................
Appendix II....................................................................................................................................................

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List of table page
Table 1: Age of respondents
Table2: Sex of the respondents
Table: 3 Religion of the respondents
Table 4: Ethnicity of the respondents
Table: 5 Educational statuses of the respondents
Table6: Distribution of the respondent, s attitudes of education?
Table7: shows distribution of respondents family to monitoring children educational progress
Table;8 Distribution of respondents they feel because of divorce
Table; 9 distribution of respondents have friend to whom you can feel your problem
Table 10, distribution of respondents mostly available to help closely
Table; 11 distribution of currently attending school
Table12 Distribution of respondents children drop out of school
Table13; Distribution of respondents relative to help you what do you feel
Table14; Distribution of respondents evaluate children result in a week

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1. Introduction
1.1Back grounds of the study
Divorce or dissolution is a legislatively created, judicially administrated process that legally
terminates a marriage no longer considered variable by one or both of the spouses and that
permits both to remarry. However, divorce has pervasive weakening effect on the family. Thus,
it is one of the major troubles that affect the family system. Depending the culture and tradition
of society family problems have been solved with different means .Unfortunately some of
families could not escape the fate of dissolution (Serkalem, 2006). There is a wide variation
among the countries of the world as well as within single nation concerning ground for divorce.
Divorce rates in the United States are two to three times as high as those in such other
industrialized countries as Sweden, Canada, France and United Kingdom. In the United States
40-60 percent of all marriages end in divorce. In USA couples marrying for the first time
continue to face a 50% chance of divorce is rapidly increasing presently in 5%-7% (Amaton and
Pervit, 2003). In a study on three district areas of Malawi combined 45% of the all marriages end
ain divorces within 20 years Reniers (2003) and besides according to him, life table probabilities
of divorce Malawi range from 40-60%;where as 32% in cite d'Ivoire;33% in Ghana and 14% in
Nigeria (Reniers;2003).

Divorce has pervasive weakening effect on the family. Thus, it is one of the major troubles that
affect the family system. Depending the culture and tradition of society family problems have
been solved with different means. According Gilson and Larson (2000, p.52) stated that 45% of
all first marriages and in divorce within 30 years. Amatol extensive research in to marriage and
divorce includes studying the reasons people and found in intently, dirking drug use, physical
mental abuse and not meeting family obligations incompatibilities, growing apart, lack of
communication, loose of love, create lack of awareness and skills etc (Amato and permit ,2003).

In Ethiopia both early marriage and childlessness have significant impact on the risk of divorce.
Ethiopia has one of the highest rates of early marriage frequently equal to experiencing a major
illness and somewhat less devastating than spouse death (American Associations of retired
person, 2004). The negative effects of divorce on educational out comes have been explained by
socio economic, psychological and social path way. Divorce or separation often leads to lose in

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socio economic resource and it is an important predictor of transition in to poverty particularly
for women (Calles and Crux, 2009). Lose of socio economic resources and economic
disadvantage explain port of divorce penalty on educational out comes (Bernard and Boertien
2017).

Academics are one of the most important aspects of a student’s life.

Good grades, students are able to get into colleges and universities, and allow themselves to earn
degrees in order to obtain jobs that they want.
If the relationship between the student’s parents is unstable and filled with conflict, this can alter
the student’s academic performance (Afifi, 2013; Brown, 2012; Overland, 2012).

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1.2Problem statement
Divorce is a serious problem affecting exponentially increasing the number of people. It is
considerable crisis that sets extreme demands and requires dramatic adaptation for both adults
and children (Graner, 2008).

Parental separation and family structure are critical issue in this part of the world, were divorce
comes with dire consequences for the health and educational achievement children. Divorce has
been practiced for centuries in Ethiopia. During the years of 1998 and 1999 about 161,393
marriages were dissolved due to divorce in Ethiopia. In Ethiopia approximately 45% of all first
marriage ends in divorce within 30 years 28% of first marriages end in divorce with in the first
five years, 34% of within 10 years and 40% within 20 years. Early marriage practices are
prevalent in most parts of the Tigray (Yemane T, 1967). The prevalence rate of early marriage at
the national level is 54% and in Tigray region 79%.Besids,the survey of Negarit Gazetta of
Tigray regional state(1997) in ministry of women affairs (2008) that 53% in Ttigray indicated
that age of 15%, Hence early marriage arranged, forced marriage and abduction in
multidimensional consequences.

Divorce has faced in Adigrat city caused by many factors. Alcoholism, economic problem and
conflict are the main responsible for the cause of divorce. This causing many problems among
divorce families specially children’s are face for mini problems.
Many researches focus on the effects of divorces on the lives of children. The conducted by
Melese(2007) ins Addis Ababa university he focused on to investigate the impact of divorce
children and his findings indicate that psychological and physical problems has forced
children’s and they separate social network leads to streaitsim and child labors. However,
research conducted by Melees focused on children in depth. Thus study has psychological and
economic impacts are the major problem facing divorced. Thus study only in quantitative
method. Thus conclude that social worker, government and religious leaders responsible for
mediating divorced members. Thus research has their own strength and weakness sides, but for
the sake of the study the researcher was gave emphasis on the weak sides of the research later to
amend those weak sides and to cover the untouched parts of the issue. Research, who conducted

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Melees, was focused on the impact of divorce of psychological, economic and social on children
only. But he does not focus on school divorced children educational achievement. This paper
attempt to fill the gap which is mentioned above. The major focused of this study is how divorce
affects educational achievement on school divorced children’s. And also focus of the effect of
divorce on social; economical, physical, psychological and emotionally on children's
.
1.3 Objective of study
1.3.1 General objective
The general objective of the study was to assess the effect of divorce on educational achievement
of school children in Adigrat city Keble 05.
1.3.2 Specific objective
To assess the major determinants of educational performance for school children
To examine the coping mechanisms that is employed by victim children to reduce educational
challenge
1.4 Research question
1 What are the major determinants of educational performance for school children?
2 What are the coping mechanisms that are employed by victim children to reduce educational
challenges?
1.5 Significance of the study
The researcher believed that the study provides necessary information about the impact of
divorce so as to strive for the problem. More ever, the study plays a great role by providing valid
information for the policy planner's and social practitioners for welfare services. The study arises
and creates awareness among families so as to thing for the future and in to themselves and their
surroundings
1.6 Scope of the study
These studies were limited at Adigrat city Keble 05, which found in Tigray regional state of
Ethiopia. This study is covering the effect of divorce of educational achievement on children’s in
the study area.

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1.7. Organization of the Study
The study contains five chapters. The first chapter stats about introduction parte including back
ground of the study, statement of the problem, objective of the study, research question,
significance of the study, scope of the study, limitation of the study. The second chapter
discussed review related literatures. Research matter, as methodology and procedure were
presented in the third chapter. Finally chapter four and chapter five explain about result and
discussion, conclusion and recommendation respectively.

1.9. Definition of terms

Marriage: is more or less durable union, sanction by a society between, usually one men one
women or, but women also taking different forms.
Divorce: in simple terms divorce takes place after couple decides not to live together any more as
husband and wife.
Family: is a social institution that unites individuals in to cooperative groups that oversee tearing
and rising of children.
School Children: is son of the family born, when marriage are practice and to attain education.

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2. REVIEW LITERATUR
2.1. The Concept and Frame work Children of Divorced Parents on education
Divorce is now a common act that people do when they no longer want to be married, but
divorce is different when children are involved. “Family relationships have become increasingly
complex due to rising divorce rates and subsequent (step) family formation, potentially
threatening intergenerational exchange of family support” (Wijckmans, 2013, 1). When parents
go through divorce, they are not the only ones affected. Divorce affects children in a multitude of
ways. “Ongoing conflict, educational effect, blocked communication and power imbalances
between parents are problematic for child and family functioning” (Vanassche, 2013, 3).
Children who experience their parents going through a divorce are susceptible to becoming
depressed, being withdrawn, acting out, and acting differently. “It is well documented that
psychosocial stressors constitute a significant, pervasive risk for children’s mental health
problems” (Velez, 2011, 244).

When children experience their parents going through a divorce, the actions of the parents affect
the children all throughout their childhood, and eventually may overlap into their adulthood. “It
is well documented that parental divorce is associated with multiple problems for youth that
extend into adulthood, including internalizing and externalizing problems, interpersonal
difficulties, poor physical health, and substance abuse” (Sigal, 2012, 150).
2.2. Sociological Theories on divorce
2.2.1. Feminism perspective on divorce
Feminism perspectives on divorce proceed from the ways in which women's positions at divorce
systematically differ from men's position. Although there has been a large scale increase in
mothers labor force participation; there has been no corresponding increase in father domestic
contributions and women continue to bear the overwhelming responsibility for child rearing. In
substantial part because of this division of labor the family; divorcing women ;average, face
bleaker financial prospects and enjoy closer emotional ties to their children than do their former
husbands. Existing divorce law; with it is emphasis on each party's self-sufficiency; limited
provision for child support and gender neutral custody principles is not fully recognize or address
these references(Garner;2008).

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Liberal feminists believe those women’s domestic responsibilities were in enviable place them
at a disadvantage and favorer policies that encourage men to assume a proportionate share of
family responsibilities. Cultural feminists or feminists of differences believe that it is not the fact
that women care for children but that child rearing is sounder valued which is the source of the
problem. Radical feminists believe that it is impossible to know whether women's involvement
in child rearing would differ from men's in a different society and focus on the way in which
marriage and work forever policies perpetuate male dominance. All agree; however; that existing
law contributes the relative improvement of many women and children and that even swhen the
rules purport to be gender neutral; they are administered in systematically biased ways (Bryan
strong; 2008).

2.2.2. Symbolic interaction theory

In symbolic interactions to blame each other and believe there is not love. Families have been
having greater expectations of emotional satisfaction and have changed parental and martial roles
leading to new perception or the alternatives to unhappy marriage.
Divorce is perceived as everything negative; irresponsibility; failure or immorality but
emotionally now day it means finance for a new beginning or personal (Bulmer; 1969).
Integrationist focus on the micro level of family and other intimate relationship. They are
interested in how individuals interact with some another; weather they are cohabiting patterns or
long time married couples. Another integrationists study might examine the role of step parent.
The increased number of single parents who remarry has sparked an interest on those who are
helping to raise other people children. While no young girls or boys may dream about one day
becoming step mom or stepdad; this is hardly an unusual occurrence today(Schaefer; 2003).

2.2.3. Conflict theory of divorce

At the heart of special conflict is the veil change. Conflict is determined by social structure both
economic and political. There have been very few attempts at applying the social conflict theory
to the family because of a general view that family relation is in fact conciliatory and not
conflicting (Warner Wilson; 2005).
The only theory based on social conflict theory that encompasses the family is feminist theory.
Divorce has reality in most family today on the dissolution of marriage. Conflict theory can be

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seen in some pf the cause of why marriage fail and lead to divorce. The family is microcosm pdf
society where them represents the exploiter and women the exploited. Because women come to
realize that her conditions can be changed; but men refuse to fore go their privilege. The results;
irreconcilable conflict leads to divorce (Warner Wilson; 2005).

Conflict theory encompasses the idea that people struggle to reconcile conflicting ideas such as a
theory is readily apparent in the process of divorce. Core themes of conflict theory reflect
divorce proceedings. Couples negotiate and bargain how to split possessions; but can also follow
the stages of conflict in conflict theory. Understanding this theory can lead to increased
awareness of the divorce process and how to go about it with less chaos (Judithworral; 2001).

2.2.4. Functional theory on divorce

Functionalist regarded society as system made up of different parts which depend on each other.
Different institutions each performs specific functions within a society to keep that society
going; in the same way as the different organs of a human body perform different functions in
order to maintain the whole. In functionalist thought; the family is a particularly important
institution as this it is the basic building block of society which perform the crucial fictions of
socializing the young and meeting the emotional needs of its members. The four essential
functions of the family are:-first; stable satisfaction of the six drives with in monogamous
relationship; second; the biological reproduction of the next generation without which society
cannot continue. Third; socialization of the young teaching basic norms and values. For the
meeting is members economic needs producing food and shelter; over the last 200 years; society
has moved from preindustrial to industrial and the main family type has changed from the
extended family to the nuclear family; the nuclear family fits the more complex industrial society
better; but it performs a reduced number of function (Blumer;2003).
Functionalism would discourage divorce. They view that divorce is a rapid change in society
functionalism are not too happy with change. They see this issue from the macro perspective and
judge that divorce is bad. They would include that the institutions are not doing their part in
instructing; therefore, society is falling apart (Bulmer; 2003).

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2.3 The major determinants of educational performance for school children
2.3.1 Family Issues
Amato (2014) found that “children with divorced parents, compared with children with two
continuously married parents, score lower (on average) on a variety of measures of achievement,
adjustment and well-being (p. 370) Although divorce is a reason why children may negatively
act out and feel poorly about themselves, itis not the main reason. As Amato (2014) states:
“Longitudinal studies make it possible to compare children before and after parental divorce,
assuming that identical child outcomes are available at both times. These studies have
demonstrated that many of the child problems typically associated with divorce are present years
before the divorce occurs (e.g., Sun, 2001). Thus, many of the negative outcomes attributed to
divorce in cross-sectional studies appear to be due to troubled family relationships (e.g., high
levels of marital conflict or ineffective parenting) that precede marital disruption rather than to
separation itself” (p. 371). Here it is often the conflict and fighting between parents, not the act
of divorce itself that causes issues for children.
There are other factors that contribute to a child’s attitude and emotions such as the way parents
play a role in their lives. The more positive attention and support a child receives from their
parents, the stronger the bond will be with the parents. And the stronger the relationship between
the parents, the stronger the relationship will be within the entire family. “Because parents select
into divorce, the factors that lead parents to end their marriages also may affect children
negatively, resulting in spurious associations between divorce and child outcomes” (Amato,
2014, 371). The actions of the parents always affect not only themselves, but their children also.
When these children of divorced parents grow up, their problems usually stay with them into
adulthood. “As adults, they are also more likely to divorce and become single parents themselves
than those who grew up in intact families” (Baxter, 2011, 87). Children learn though experience,
and how they were raised during childhood stays with them when they grow up into adults. If a
child grows up only knowing conflict and arguments within the family and between their
parents, they will carry that knowledge into their own lives when they are older and have a
family of their own.

2.3.2 Physical and mental effects on children

“The health consequences of divorce are also well documented, showing the detrimental effects
of divorce on both somatic and mental health with the divorced or separated experiencing higher

9
levels of depression, stress, and fear, as well as lower levels of self-esteem” (Bracke, 2010, 1).
The physical and mental toll of a divorce is astounding. “Compared to the married or cohabiting,
the divorced or separated visit professional health care providers like general practitioners
specialists and psychiatrists more often, and are also hospitalized more often (Bracke, 2010, 1).
In thinking about how divorce affects adults, it is important to remember that when divorced
adults are hospitalized and seeking medical care that this has an effect on their children as well.
Molopo (2012) explains that “the findings suggest that teachers perceive younger children from
divorced parents were more likely to have emotional and behavioral challenges than those from
intact families” (p. 251). As Baxter (2011) states, “It is therefore not surprising that the elevated
risk of adjustment problems apparent for children whose parents have separated are frequently
linked to their experiences of significant pre-separation conflict Van Dolen (2013) also finds
that, “Experiencing parental divorce during childhood is associated with increased likelihood of
being subject to child abuse and/or witnessing violence. When parents go through a divorce, the
children can become witness to what it brings about in their parents, and sometimes even
unknowingly get in the middle of it.

Children who get caught up in their parent’s divorce are likely to suffer greater stresses than
those who do not become involved. “Compared to those from intact families, children of
separated parents show poorer outcomes in multiple domains “(Lucas, 2013, 53). A parents’
choice to divorce brings on a clue of issues for the children. “While parental separation may
bring about relief from exposure to very frequent and intense conflict between parents, it also
tends to create a range of other disruptions” (Baxter, 2011, 87). In a study done by van Dolen
(2013), he found that, “higher levels of misbehavior and aggression, higher risk of committing
suicide, less competence, more under-controlled behavior, poorer academic performance and
reduced likelihood of participating in tertiary education.
Baxter (2011) then goes on to explain these disruptions, stating, “immediate upheavals may
include substantial increases in financial difficulties and associated deprivations, changes in
housing and school, enhanced parental distress and/or diminished quality of parenting, and
substantially reduced time or even total loss of contact with one parent. Such disruptions can be
very distressing for the children. Baxter (2011) explains further that children of divorce suffer
more emotional and social problems than those of intact families. Mullins (2012) also finds that

10
children of divorce experience greater problems explaining that, “the personal, social, and
economic consequences of marital disruption on former partners, their children, and American
society in general are both pervasive and continuing.

2.3.3 Child Custody

Another major problem that can arise when parents get a divorce is whether the parents get sole
or shared custody of the children. This custody battle can cause issues for not only the parents,
but for the children themselves. Having to be shuffled back and forth between parents can really
take a toll on children. Custody issues can also cause problems if one parent wants or gains sole
custody, but the children do not want to be with said parent. Children may feel that if they
choose one parent over the other, the other parent may not want to be involved in their life.
Patel (2014) goes on to explain that 10 percent of separating parents disagree on custody and
visitation, and this ultimately leads to legal battles and use of the courts. These legal battles over
comes indelibly influenced by that parent’s behavior. The age of the child also comes into play
when dealing with parents and custody battles. The younger a child is, the more they can be
easily influenced and swayed to believe what one parent may want them to think and believe.
Yet the older the child gets, the more they can see what is right and what is wrong, and they are
then able to make their own decisions about their parents.

2.3.4. Economic Impact on children

When family dissolution occur a family relationship between members of the family changed in
sall aspect of relationship including the economic one. The average monthly income of divorced
women when compare with during marriage significantly decreased. This directly affects the
standard of living and the adjustment after divorce. In the revised family code starting from the
time of petition for divorce; the court has to give appropriate order regarding the maintenance of
the spouses; custody and maintenance of their children and the management property. We do not
know how many able to proceed (Daniel; 1994).
After divorce; women strive for survival by engaging in many activities that raises income to
cover daily bread. Their education level determines their lives after divorce particularly their
capacity and opportunity to be engaged in some employment to raise income. Daniel’s (1994;
p23;39); study clearly indicate the likely hood of divorced women can face after divorce
economically through comparative study of their economic status before and after divorce again

11
their pervious and later economic status can be explained in terms of their educational level
(Daniel;1994).
The primary source of income during marriage for about 82% of women was salary from ex-
husband. The occupation of these women during marriage about 62.44% of them were
housewives and did not engaged in work out side home while 15.45% were civil servants and
15% had engaged in activities like spinning; selling charcoal and wood; selling Tella; Areki;
Inner. After divorce this figure changed where the majority women in the study who were only
house wife about 62.4% decreased to 27%; while women who were doing some economic
activities from home by selling homemade drinks and foods and selling wood and charcoal
increased from 15% to 41.5%. Nevertheless; the share these women in the civil service that
require a minimum of primary school did not increase after divorce. Their chance an
opportunities were limited in the economic sector for employment due to education level were
about 89% of them had maximum of elementary education. From this group 41.2%; almost half
of them had basic education. The relationship of age at divorce any family size found as not
having impact for divorced women in the economic adjustment (Daniel; 1994).
2.3 The coping mechanisms that are employed by victim children to reduce educational
challenges
Children whose parents are going through a divorce do not have to suffer alone. There are
programs and organizations that help children cope with divorce. “There are a number of
preventive interventions designed to improve children’s adaptation after parental divorce” (Sigal,
2012, 150). Sigal (2012) goes on to explain how academic intervention programs for children
from divorced families have had success in changing the academic outcomes for these children.
These programs have been put into place in order to keep children whose parents have gone
through a divorce from straying away, and help children create and achieve goals, and provide
them with the support that they may not feel that they have at home. It is crucial to get children
the help that they need when going through divorce and parent conflict. Willman (2013) states
that, “childhood is characterized as a vulnerable period in which many young people experience
distress. Being able to cope with this by seeking help is important for a healthy transition to
adulthood (Schonert-Reichl& Muller, 1996); if children receive help when they are in distress,
troubled behaviors such as violence, substance abuse, and suicide may be reduced. Children are
very vulnerable when parents are going through divorce because they do not have their parents to

12
turn to for help. Intervention programs that limit the negative social outcomes are important to
protect children when they are at their most vulnerable.Children whose parents are going through
a divorce do not have to suffer alone. There are programs and organizations that help children
cope with divorce. “There are a number of preventives interventions designed to improve
children’s adaptation after parental divorce” (Sigal, 2012, 150).

13
3. Research Methods
3.1Research designs
In this study the researcher was employed across sectional research designs in order to limit of
time, budget capacity and the respondent one of point time the interview and the researcher was
used both quantitative and qualitative research approaches.
3.2 Study area description
Adigrat town is located in Tigray national state eastern zone at distance 894kilometers from
Addis Addis Ababa and 118 kilometers from Mekele the regional capital city its astronomical
location is 14;20n latitude and 39;27 longitudes within on elevation 2457 meter about sea level.
It is dividing to six Keble in the government communication bureaus. When to the back ground
information of the study area 05 kebele is one of the six kebele the town. The total numbers of
population are 13799 among these male 6513 and female 7286 from the total population.
3.3 Study population
The total populations of kebele 05 are 13799 among these male 6513 and female 7286 from the
total population kebele 05.
3.4. Sampling Techniques
Sampling techniques that the researcher was used non-probability because the researchers utilize
this technique that who know the case well. In this case, a researcher was used purposive
sampling to select specific predefined groups. Hence, researcher was used snow ball sampling
for the reason to get who effect by divorce by identifying someone who use referral to get that
victim of school children and to assess the information regarding effects of divorced on school
child education.
3.4. Sample Size
In this study the sample size was selected from kebele 05 office and the local area of divorced
persons. There was no determined population size; the reason was the researchers were could
not get lists of sampling frame and others for time and cost. So, researcher was used personal
judgments to select the respondents. Therefore, researchers selected respondents from 05
kebele office and the local area of divorced family children 30 from qualitative respondents
were selected.

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3.6. Source of data
This study to conducted; the researcher used both primary and secondary source of data.
3.6.1. Primary source of data
The primary source of data is the first hand information that directly collects from the
respondents mainly the women and children of the divorced families in Adigrat city kebele 05.
This achieve through questioners that include both open and close ended question.
3.6.2. Secondary source of data
In this study; the researcher also used secondary source to support the finding of the study which
includes books; magazines; documents; internet sources and journals previous research on
related to the issue and other related materials or source that are relayed to the topic.
3.7. Methods of data collection instrument
3.7.1. Questionnaires
In this study; the researcher was used questionnaires to collect data from the respondent. The
researcher prepared both open ended and close ended questions to collect data from the
respondent directly. It is necessarily to gathering information from the respondents.
3.7.2. Key informant interview
In this study; the researcher was used interview to collect data from key informant. In those
study; the researcher was used semi structured interview as an instrument of data collection
because it is expecting to full fill those which may not be gather by questionnaires and also to
provide rich and more intensive information to what the key informant thinks with more flexible
questions.
3.8. Methods of data analysis and presentation
The data was collected through qualitative; analyze and present qualitatively method and
quantitative method and data analyze quantitatively; by methods of tabulation and frequency;
including the number of respondents with the respective percentages. Similarly; the data collect
sbecause of the data containing both qualitative and quantitative.
Quantitative data analysis was used to describe the data in numerical value such as using chart,
tables and percentages
.Qualitative data analysis was used to present and analysis through qualitative data narrative

15
3.9 Ethical consideration
The researcher conducted needed any information must be get consent from the respondents and
data collectors are getting consent both school divorced children and key information interview
as per the orientation giving during the interview are assured with regard to the confidentially of
the information.

Since the researcher on impact of divorce is somewhat to be consider such activities. In fact,
respected the school and the parents of the interview are one of the ground rules for successful
information on gathered.

16
4. Result and Discussion
The data that have collected obtained through interview and questionnaires respectively. Data
was manually analyzed and presented in tabular form. Within this table, they have used
percentage to analyze the demographic characteristics of the respondents. This study was used
both qualitative and quantitative methods of analysis. The quantitative tools were used to find the
major impacts of divorce on educational performance and thus coping mechanisms 04 kebele.

Table 1: Age of respondents

Items Frequency Percentage

Age 10-15 8 26.66%

16-21 13 43.3%

22-27 6 20%

Above 27 3 10%

Total 30 100%

Source; survey, 2010E.C

Table 1 indicates that on the age distribution of the respondents majority of respondents found in
the age between 16-21 which accounts 13(43.3%), which 8(26.66%) found between in the age of
10-15and 6(20%) found between the age of 22-27and3(10%)found in the age above 27 .

Table2: Sex of the respondents

Items Frequency Percentage

Sex Male 18 60

Female 12 40%

Total 30 100%

Source; survey, 2010 E.C

17
 Regarding sex distribution of the respondents of participants was both male and female which
accounts 18(60%) and 12(40%) respectively. The above table indicating that, the majority of
respondents are male school divorced children’s.

Table: 3 Religion of the respondents

Items Frequency Percentage

Religion Orthodox 24 80%

Protestant 3 10%

Islam 3 10%

Catholic _ _

Total 30 100%

Source; survey, 2010E.C

Table3 also indicates on the religion of the respondents, majority are Orthodox religion followers
which cover 24(80%), which 3(10%) are Islam religion follower and only3(10%) are protestant
religion follower.

The majority of the respondents are followers of Orthodox Christianity religion. Because of the
study data dominated by Christian religion followers

Table 4: Ethnicity of the respondents

Items Frequency Percentage

Ethnicity Tigray 26 86.66%

Amhara 2 6.6%

Oromo _ _

Other 2 6.6%

18
 Total 30 100%

Source; survey, 2010E.C

Table: 4 indicate that, regarding ethnicity distribution of the respondents, majority of the
respondents are Tigray ethnic groups which cover 26(86.66%) of the respondent which 2(6.6%)
are Amhara ethnic groups and only 2(6.6%) are other ethnic groups. This is because of the study
area was dominated by Tigre ethnic groups.

Table: 5 Educational statuses of the respondents

Item Frequency Percentage

Educational Not Read and Write _ _

status
Read and write only _ _

Primary education 23 76.66%

Secondary 4 13.33%

Higher education 3 10%

Total 30 100%

Source; survey,2010 E.Cs

Table 5 indicated that, regarding the educational status of the respondents, majority of
respondents were primary education which cover 23(76.6%),where 4(13.33%) covered by
secondary education and only 3(10%) cover higher education.

The above table indicates that, majority of the respondents are primary education level. These
means, majority of them are attending primary school

4.2 What kind of attitude your families have your education?

19
 Table6: Distribution of the respondent, s attitudes of education
Item Frequency Percent %

Negative 25 83.4

Positive 5 16.6

total 100%

Source; Survey, 2010E.C

The above table 6 showed that majority of respondents has negative attitude towards education
which accounts for 25(84%) of the total respondents and it followed by positive attitude
5(16.6%).
According to previous research, literature has stated that, regardless of whether separation takes
place, processes associated with deteriorating relationships between parents are also likely to
impact negatively on the children (Baxter, 2011). Out of the 20 students interviewed, 14 of the
students mentioned that their academics suffered one way or another when their parents fought. 8
of the 14 students came from a household with divorced parents, while the other 6 came from a
household where the parents were still married.

The researcher was also interested to see how divorce has affected students in her current school
of employment. The researcher teaches at a Keble -05 schools divorced students and surveyed
teachers to find out how divorce has affected students in the classroom. Along with using
questionnaires for early childhood teachers and assistants, the researcher also conducted
interviews with the school’s psychologist, adjustment counselor, nurse, principal, and assistant
principal to gather specific information on how divorce has affected students negatively in the
areas of academic achievement and behavior and what support is currently being used to help
support these students. The above finding revealed that majority of respondents have positive
attitude of child education and families reacted positively to them. This is because education is
the main expenditure body, and also there are bad family attitude and poor economic capacity,
this resulted from increasing divorced women’s.

20
4.3 Does your family to monitoring your educational progress

Table7: Shows distribution of respondents family to monitoring children educational progress

Items Frequency Percentage %

Yes 20 66.6%

No 10 33.4%

Total 30 100%

Source; survey, 2010 E.C

Table; 7 indicates that majority of the respondents were said yes that means those are to
monitoring educational progress and 20(66.6) of the total respondents it focus yes and 10(33.4)
are focus on no.

Reviewing past research on divorce through conducting my own provided me with a great deal
of information on this topic. Learning more about this topic in order to share the information
with parents, other teachers, and administrators is very important as it is becoming more
prevalent in our classrooms and there currently doesn’t seem to be much support for students,
parents, and teachers. Hopefully, the information found is helpful and beneficial for everyone
involved and will help create a support system and / or programs in schools to assist students,
parents, and teachers. More guidance counselors in schools or even something simple such as a
lending library with divorce related support books would be helpful.

The above finding showed that majority of the respondents has to monitoring and controlling by
their families. This indicates that families have strong controlling and monitoring for their
children educational progress

4.4 Do you feel about your divorced family?

21
Table;8 Distribution of respondents they feel because of divorce
Item Frequency Percentage

Nothing 10 33.4%

Some think feel 8s 26.6%

I feel every day 12 40%

Total 30 100%

Source; survey, 2010 E.C

The above table illustrates that majority of the respondents were every day feel on divorce which
accounts 13(40%) of the total respondents and followed by10 (33.4%) and more than 8(26.6%)
respectively.

Previous research has shown that regardless of whether parents were or separated, children
whose parents had a hostile relationship had poorer emotional wellbeing than those whose
parents did not have a hostile relationship (Lucas, 2013). This was also the case in this research
where of the ten students who came from families with parents who are divorced majority school
divorced students reported their parents as having an unstable relationship also were the same
students who blamed their parents’ relationship for their academic problems.

When creating the interviews and hypotheses, I had assumed that some students may find that
work had gotten in the way of their grades, and had harm if work would get in the way because
the students’ parents needed them to work, or if the student themselves choose to work to help. I
had also hypothesized that some students may use work as a way to get out of the house and it
was the feel and conflict that led to poorer grades; instead it was the economic issues that come
with divorce that led him to choose work over academics.

From the above finding we can say that majority of respondents the response they feel every day
during divorce. This is because of decrease intimacy, affection and love. And, this decrease in
intimacy, love and spending low amount of time for their satisfaction leads to suspecting and
jealous attitude towards each other. Furthermore, couples make divorce at this stage because they
assume that it is difficult for them to make divorce when they feel every day.

22
4.5 Do you have friends to whom you can feel your problem?

Table; 9 distribution of respondents have friend to whom you can feel your problem
Item Frequency Percentage

Yes 12 60%

No 18 40%

Total 30 100%

Source; survey, 2010 E.C

From the above table we can understand majority of the respondents were says that were
spouted friend who are feel their problem because of divorce impact. Which account 18(60%)
and 12(40%) are respectively. Generally above the table the majority of divorced school children
are not friends who are feel their problem. Because the family income is discrimination by
different social relation and other problems

23
4.6 While you try to solve educational problem who is mostly available to help you closely?

Table 10, distribution of respondents mostly available to help closely

Item Frequency Percentage

My father 8 26.7%

My mother 19 63.3%

My relatives 2 6.7%

No body 1 3.3%

Total 30 100%

Source of survey; 2010EC

As shown table 10, 8(26.6%) respondents mostly helped by their father, 8(26.7%) solved their
problem be mother, 19(63.3%), by their relatives, 2(6.7%) and 1(3.3%) no body respectively.

According to previous research, literature has stated that children whose parents are going
through a divorce do not have to suffer alone. There are programs and organizations that help
children cope with divorce. “There are a number of preventives interventions designed to
improve children’s adaptation after parental divorce” (Sigal, 2012, 150).

The above finding showed that majority of the divorced children respondents depends on their
fathers, their mothers and their relatives respectively. As interview questions, divorced families
are more likely become impoverished while their children experience psychological and
economic stress that hinders their social development. According to the respondents the social
impact of divorce on both women and children’s are: - Exclusion, stigmatization, and
discrimination form the social relationship, and form societal activities.

Labeling them through attaching names, Gossip, Cursing, Lower social status and unrespectable,
lower probability of educational result, Excluding from social relationship and weaken social
interaction.

24
According to the respondents, among divorced school children, more than half indicated that the
support they had been getting from mothers.

In addition, the problem of loneliness is higher in divorced than in married School children’s.
Therefore, divorced school children indicated that their immediate and most available support in
sharing ideas and problems are from their mother.

4.7 Are you currently attending school?

Table; 11 distribution of currently attending school

Item Frequency Percentage

Yes 30 100%

No _ 0%

Total 30 100%

Source of survey, 2010 E.C

The above table 12 showed that all respondent s response Sais ‘’yes’’ 30(100%) and ‘’no’’0(0%)
respectively.

So the above finding indicates all are the divorced school children respondents to attend the
education. Because according to the educational policy all children must be to get educational
right.

25
4.8 Do you have children drop out of school and what is the reason?

Table12 Distribution of respondents children drop out of school

Item Frequency Percentage

Yes 5 16.6%

No 25 84.3%

Total 30 100%

Source of survey, 2010 E.C

From the above table we can understand majority of respondent’s response that were they have
not drop out of school children. Which account 25(84.3%) and their children drop out of school
were account 5(16.6%) respectively.

According to previous research, literature has stated that; after divorce; women strive for survival
by engaging in many activities that raises income to cover daily bread. Their education level
determines their lives after divorce particularly their capacity and opportunity to be engaged in
some employment to raise income. (Daniel’s; 1994).s

So the above findings majority of divorced families would have to attain school on their children.
This indicates that families have no other preferable situations their children in the future, and
also they have good family responsibilities of the education and there have been strong indicators
of educational progress through educational policy.

4.9 If you have relative to help you what do you feel?

26
Table13; Distribution of respondents relative to help you what do you feel
Item Frequency Percentage

Nothing 27 90%

I feel lonely 3 10%

Total 30 100%

Source of survey, 2010 E.C

As shown table 11, 27(90%) respondents response says nothing and 3(10%) respondents were
response they feel lonely.

According to previous research, literature has stated that ;family income (after divorce at age 10
of child) is not the most important predictor of educational level for children from divorced
families, and it is also not a significant mediating factor of the effect of parental divorce on
children’s educational level. This finding is contrary to the previous literature (McLanahan,
1985).

From the above finding we can infer that majority of respondents help to their relatives. And also
thus implies that there were lacks of income.

4.10 How many times evaluate your children result in a week?

Table14; Distribution of respondents evaluate children result in a week

Item Frequency Percentage

One 18 60%

Two 6 20%

Three 3 10%

More than three 3 10%

Total 30 100%

27
 Source of survey, 2010 E.C

The above table show that majority respondents were response to evaluate they children result in
a week, which accounts one times were 18(60%) tow times were,6(20%) three times
were,3(10%),and more than three were 3(10%) respectively.

According to previous research, literature has stated that children whose parents are going
through a divorce do not have to suffer alone. There are programs and organizations that help
children cope with divorce. “There are a number of preventives interventions designed to
improve children’s adaptation after parental divorce” (Sigal, 2012, 150).

To conclude the above table the majority respondents said that to evaluates your children in a
weak one time because to give the freedom of the child, not sufficient time to evaluate the child
and less control of the children. In addition to the majority respondents said that to evaluates
your children in a weak one time because to give the freedom of the child, not sufficient time to
evaluate the child and less control of the children.

4.11 The educational problems of school children faced after the divorced family
Divorce is itself brings about a number of changes that can have deleterious consequences for
the well-being of children. For the average child, divorce is associated with income loss,
residential mobility, and altered friendship networks, reduced contact with the nonresident parent
and other kin, and changes in relationships with resident parents all of which may represent
losses of economic and social capital.

Some of respondents concluded that the experience of divorce during infancy and early
childhood has more adverse effects on children than it does during the elementary, middle, and
high school years. It has been found that in the first three years of life, children from one-parent
families scored lower on cognitive, social, and behavioral assessments than did children in intact
families. It has also been found that preschool children were the most distressed when compared
with older children in the time frame following divorce.

The lives of children of separation and divorce are changed psychologically and socially. They
must adjust to new roles and relationships in conjunction with changes in the family. Even

28
though divorce sometimes brings relief from tension at home, for many children the breakup
brings more stress, pressure, and conflicting loyalties.

According to the key informant interview “Parental separation or divorce may act as a
stressedfor children, taking a psychological toll on children’s adjustment. Parental separation
may also influence child behavior through the process of social modeling, whereby children
acquire the same behavioral strategies used by their parents during conflict episodes. Behavior
changes in children are also noticeable after a parental divorce. The young children with
divorced parents typically suffer disadvantages such as being emotionally distressed, anxious,
and depressed. They also suffer in academic achievement at school which can have long term
effects such as increasing high school dropout rates. Social behavior is also affected negatively.
Children exposed to divorce are twice as likely to repeat a grade, and five times likelier to be
expelled or suspend. It has been found that in the early months after divorce, young children are
often less imaginative. Many become passive. They tend to be more dependent, demanding,
unaffectionate, and disobedient than their peers whose parents are still together. They are more
afraid of abandonment, loss of love, and physical harm.

Divorce is a “stressful experience for children at any age and most children exhibit short-term
developmental disruptions, emotional distress, and behavior problems. The age at the time of
parental divorce has been found to affect the child's short-term reactions to the separation.

The stresses caused by the many changes in household and family relationships which
accompany divorce threaten children's emotional security. Divorce is usuallys accompanied by
residential moves, changes in mother's employment, childcare arrangements, and disruption of
the household's daily routine. Parenting techniques on the mother’s part, especially with
discipline and control, become more erratic in the year or two following divorce and can threaten
children's emotional security and attachment. Children who experience separation and changes in
their family arrangements as parents’ divorce and remarry may be disadvantaged in their
emotional and social adjustment.

29
4.12. The coping mechanisms of that employed educational challenge on School divorced
children
According to the interview respondent to minimize the impact of school divorced children to use
different mechanisms. Such as, family role, school role and child role. To see one by one each.
4.12.2. School role

Some respondents said that the solution to impact school divorced children challenges, working
with Teachers. School counselors can help teachers and other school personnel by conducting in-
services on the effects of divorce on children and their classroom behavior. School staff officials
can also help to sensitize teachers to the transition a child is experiencing and to the implications
of that transition. Teachers may need to change their choice of words, or to adapt their
curriculum and classroom resource materials to include various family types of work
arrangement and family discussion.

4.12.3 Family role

According the key format interview working with parents is the best solution for the impact of
school divorced child in education challenges. Working parents Counselors can make parents
aware of the special needs of their child during the divorce transition. Children who were from
separated or divorced families believed that school counselors could help by talking with parents
of children who asked the counselor to do so. Counselors can also assist parents by referring
them to divorce support groups in the community, by recommending reading materials that deal
with families of divorce, and by suggesting ways that parents can help their children adjust to
divorce.

4.12.4 Children role

Working with Children. Intervention strategies with children will depend on each child's
individual needs. Divorce Specific Assessment which involves determining the child's
developmental achievements, interviewing the child about his/her response to the family
situation, and evaluating the child's existing support systems.

The respondents of primary students interviewed thought that counselors could best help children
whose parents are divorcing by encouraging the children to talk about their feelings.

30
Approximately the same percentage reported that counselors could also help by providing
children with books to read about divorce.

Individual Counseling. According to the students the efficacy of individual counseling with
children of divorce, clinicians report a desirable change in the child's affect as a result of
individual counseling. Individual counseling is usually reserved for children with long-term,
unproductive coping behaviors and for children who cannot work well in groups.

Group Counseling. Key interview respondent’s reports that children's groups on divorce, led by
elementary school counselors with specific strategies to meet the needs of these children, have
been extremely successful. Divorce groups are a popular choice for counselors because of their
cost effectiveness and a group counseling situation for children would be beneficial.According to
interview respondents several types of group counseling are available which could be beneficial
to children of divorce:

1. Situational/transitional groups offer emotional support; catharsis; and information sharing

about stress, mutual feelings, and similar experiences.

2. Structured groups can teach children how to deal with crisis situations through group
discussions, role playing, and the use of drawings and collages.

3. One-day workshops for children between the ages of 10 and 17 can use sentence completion
exercises, assertiveness training, and films about divorce to help group members explore values
and assumptions about marriage and divorce, learn to express and cope with their own and their
parents' feelings, and develop communication skills for handling difficult situations

4.13 The effects of divorce on academic Achievement.

When asked if they saw a difference in academics and grades with the students who come from
divorced when compared to students who come from two parent homes, the principal of the
school divorced children answered, “Absolutely. They were continued to say that the academics
decline. When asked about the school divorced student difference in academics and grades with
the students who come from divorced or single parent homes when compared to students who

31
come from two parent homes, the students and parents were answered with yes. They continued
to say that this depended on “divorce” and that there were “more single parent” families or
parents that were “not married” than divorced families. sStudents also stated that were many
“factors” that attributed to the differences in these children such as “poverty,” “homelessness,”
and “instability” of the family. The “whole situation” can affect the academics.

The key informant interview described the behaviors of school children of divorce as being sad,
tired, depressed, angry, stubborn, attention seeking, and aggressive. “Children tend to have
abandonment issues and this can make coming to school difficult for them and also can impact
the way they interact with the other children. These adjectives are consistent with what the
administration team described as being very emotional and not consistent.

The preschool children were more stubborn, tired and sleepy in school and were in danger of
repeating and reenacting parents’ behavior and actions negative effects of divorce. Negative
effects of divorce which impact a “large majority of these students,” according to the principal
include “attendance, lack of rest, change in economics, mom working more fragmented life,
parents not following through on things, transitioning households, social confusion, and using
the child as a pawn to talk about the other parent. More negative effects of divorce, that are
consistent “for the most part” with all children who experience divorce, behaviors include
knowing “which side to go with, the child doesn’t feel loved, competition between both parents,
failing grades, emotional distress.

Other negative behaviors include a “parent not being around as much since they are now a
single, working parent,” “stress,” “no attention,” “in some cases the child know too much” about
what happened, “money”, “sexual,” and “routines are off” due to possible new job hours. These
behaviors are not consistent with every child. “Not every kid has them.

Finally, negative effects of divorce included that parents have “less time” to do things since they
have to work including “school activities.” Also, “paying for things” becomes an issue as well.
These negative effects though are not consistent with all families according to the family
structure. “Some single parents make it work because they have a great support system.

Negative effects of divorce can also include parent involvement in school or lack there for the
school students, they felt that divorced parents were not as involved and did not participate as

32
much as the two parent families. As one participant said, “Parents reschedule conferences or do
not show up compared to the married couples who showeds up together”. Another participant
even mentioned that, “Most parents do not bother to ask about their child’s progress or behavior.
Some parents are at work and are not available to volunteer in the classroom; they have limited
time to work with their child. Parent participant Stated, “It can be challenging to get both parents
to attend meetings together and keep appointments.

33
5 .CONCLUSION AND RECOMENDATION
5.1 Conclusion
As the same way that ham beings loose his life through death; marriage ends its process
following divorce. For all human societies life is not filled with peace and harmony at all times.
Thus life of marriage is challenged by the dissolution of it through what we call divorce.

Even though; various scholars defined the word divorce in different meaning; most of the
scholars agreed divorce is a process of ending material ties between spouses.

The problem (impact) of divorce in a worldwide social and economic problem cause for urgent
solution. Divorce has pervasive weakening effect on the family. Thus, it is one of the major
troubles that affect the family system. Depeing the culture and tradition of society family
problems have been solved with different means divorce has pervasive weakening effect on the
family. Thus, it is one of the major troubles that affect the family system. Depending the culture
and tradition of society family problems have been solved with different means.

The Maine objective of this study is to assess the impact of divorce on educational achievement
of school children in eastern Tigray zones in case of Adigrat town in 05 kebele.

The major impacts which are occur related to impact of divorce social, economic, educational,
psychological, emotional and other related problems. In addition to divorce can impact a chilled
in divorced school Children’s academically and behaviorally on educational achievement as well
as lower grade scores, low education quality, lack of confidence.

This study investigated school divorced children’s that the solution to impact school divorced
children education impact, working with parents role, teacher’s role and School counselors roles
can help teachers and other school personnel by conducting in-services on the effects of divorce
on children and their classroom behavior.

34
5.2 Recommendation

This study was written to help understand the impact of divorce educational achievement on
children in school. As perceived by a small set of administrators and teachers, some children are
positively impacted by divorce and some are negatively impacted. A child’s response is going to
be based on how their parents respond and react to the divorce. It is important for teachers to be
aware of a child going through this type of situation.

This paper will hopefully be read by many teachers and administrators. It was written with them
in mind and primarily for them. Teachers wear many hats including that of therapist. This study
can contribute to the education of how divorce can impact a child in school academically and
behaviorally. Participants in this study were all eager to read the final product and see the results.

The researcher also hopes that this study will provide teachers with strategies and techniques that
others have used in their classrooms to help these children cope such as keeping communication
open with parents, being extra sensitive and accommodating and providing students and families
with outside supports such as counseling.

Hopefully, teachers will take advantage of this information and integrate it into their classroom
and teaching. Sharing techniques is the best way for teachers to learn from one another and
support one another at school.

Based on the above findings of the researcher was forwarded the following possible suggestions

 Teachers had to improve our schools and help these suffering children and families. It
was interesting to see how many suggestions teachers had such as the group and
individual advice
 Supporting children of divorce, parent workshops, and additional before and after school
care.
 Programs to accommodate working parents.
 These suggestions also do not seem too out of reach either’s for the administrators to
adopt. Divorce is a serious issue and is becoming more and more common every day.

35
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and divorce rate on child help-seeking behavior about violence, relationships, and other
issues. Child Abuse & Neglect, 37(2/3), 172-180.doi: 10.1016/j.chiabu.2012.09.014
 Werner Wilson (2005) The Social Conflict Theory
 Wijckmans, B., & Van Bavel, J. (2013). Divorce and Adult Children's Perceptions of
Family Obligations. Journal of Comparative Family Studies, 44(3), 291-310.
 Yamane T (1967) Stastics; an Introductory Analysis; 2nd; New York: Harper and Row.

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ADIGRAT UNIVERSITY

College of Social Sciences and Humanities

Department of Sociology

Appendix II

Part one Background of Respondents

1. Age: A.10-15 B.16-21 C.22-26 d.27-31 e. above 31

2. Sex: A. male B. female

3. Religion: A. Orthodox B. Islam C .Protestant

D. Catholic E. Other

4. Ethnicity: A. Tigray B. Amhara C. Oromo D .Other

5. Educsational status:

A. Not read and writes C. Primary education

B. Read and write only D. Secondary education E. Higher education

Part two Children related questions about impact of divorce on education

1. Are you currently attending school? A. yes B. No
2. What kind of attitude your families have to ward your education? A. Positive B. Negative

3. Do you feel about your divorced family? A. noting B. some times C. I feel every day

4. While you try to solve educational problem who is mostly available to help you closely? A.
my parents B .my friends C. my relatives D. other

5 .If you have relatives to help you what do you feel? A. Nothing B. I feel lonely
6. Do you have family to measure your educational progress? A. yes B. No

38
7. If your answer is ‘’NO’’ on question No 7, why?
______________________________________________________________________________
______________________________________________________________________________
________________

8. What are educational problems you faced after the divorced of your family?
______________________________________________________________________________
______________________________________________________________________________
____________________

9. What are the coping mechanisms you are employing when you face educational challenge due
to divorce of your family?

______________________________________________________________________________

______________________________________________________________________________

___________________

.s

Part three Divorced women related questions about impact of divorce on education

1. Are your children currently attending school? A. Yes B. No

2.Do you have children drop out of school and what is the reason? A. Male B. Female

3.Do you monitoring your children educational progress? A. Psychological B. Check test C. By
confidence D. Others

4. How many times evaluate your children result in a week? A. One B. Two C. Three D. More
than three

39
5. Where do go frequently to share your ideas and problems? A. My relatives B. My parents
C. My ex-husband D. My children E. My friends F. Nobody

6. What are the coping mechanisms of educational challenge on your children?

_________________________________________________________________________
______________________________________________________________________________
_________________________

Appendix II

Key informant interview guidelines

I. Information related to the impact of divorce of educational performance on school children.

1.What is divorce for you?

2.Do you believe divorce have impact on the child education? A. Yes B .No

3.If your answer is “yes” what is the impact?

4.How divorces affect children educational performance?

40