Challenges Faced by Single Parents in Supporting Their Children's Learning and Development in Catigbian, Bohol

Authors

DOI:

https://doi.org/10.15631/aubgsps.v26i1.317

Keywords:

Single-parent families, academic performance, educational outcomes, parental involvement, resilience, financial constraints, emotional support, targeted interventions, child development, school support systems

Abstract

Children from single-parent households often face unique challenges that can influence their academic outcomes, including financial constraints, reduced parental involvement due to work commitments, and emotional stress associated with family dynamics. This study explores the challenges single-parent families face and the impact on children's learning and development, as perceived by teachers, principals, and single parents. Employing a phenomenological qualitative research design, the study explored the lived experiences of 30 single parents and the perspectives of 21 teachers and school leaders regarding children's learning and development in single-parent households. The study aimed to examine the current living conditions of single parents, their challenges, their coping mechanisms, and the effectiveness of school programs and interventions designed to support them. Data were collected through interviews and key informant interviews (KII), revealing key themes that underscored the financial, emotional, and logistical struggles experienced by single parents and the gaps in existing support systems. Findings indicated that although schools offer various programs, including counseling, financial aid, and after-school care, significant areas for improvement remain. Single parents expressed the need for more flexible educational options, enhanced mental health support, and livelihood opportunities. Teachers and principals emphasized the importance of community collaboration and holistic programs to address the multifaceted needs of single-parent families. The study highlighted the critical role of schools in bridging resource and support gaps, aligning with Bronfenbrenner's Ecological Systems Theory, which emphasizes the interdependence of family, school, and community environments in shaping children's development. Based on these findings, the study proposed enhancement measures to improve financial assistance programs, expand mental health services, and strengthen community partnerships. 

Author Biography

  • Gary Cabil Gementiza, Department of Education

    Mahayag Norte, Catigbian, Bohol, Philippines

References

Amato, P. R. (2010). Research on divorce: Continuing trends and new developments. Journal of Marriage and Family, 72(3), 650–666. https://doi.org/10.1111/j.1741-3737.2010.00723.x

Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56–95. https://doi.org/10.1177/0272431691111004

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Published

2025-03-07

Issue

Section

Articles