Parental Involvement.
In 2006 changes were made to the Family Law Act in Australia to encourage better collaboration between parents so as to enhance children’s overall wellbeing (Brown, Lundgren, Stevens & Boadle, 2010). These changes bring more shared responsibility for a child’s wellbeing and future to both ex-spouses, and ongoing joint decisions in relation to things such as education (Brown et al., 2010; Forde & Holdestock, 2009). For example, a school cannot accept the enrolment of a child if one parent objects to the enrolment (Forde & Holdestock, 2009). It is therefore very important that the school administration team, the teachers and staff are aware of any parental conflict or court restrictions so they can be complied with, and this information be updated regularly (Forde & Holdestock, 2009).
In 2006 changes were made to the Family Law Act in Australia to encourage better collaboration between parents so as to enhance children’s overall wellbeing (Brown, Lundgren, Stevens & Boadle, 2010). These changes bring more shared responsibility for a child’s wellbeing and future to both ex-spouses, and ongoing joint decisions in relation to things such as education (Brown et al., 2010; Forde & Holdestock, 2009). For example, a school cannot accept the enrolment of a child if one parent objects to the enrolment (Forde & Holdestock, 2009). It is therefore very important that the school administration team, the teachers and staff are aware of any parental conflict or court restrictions so they can be complied with, and this information be updated regularly (Forde & Holdestock, 2009).
Research has shown that by having both parents involved in their education, children are more likely to succeed academically than students who have only one parent’s involvement (Epstein, 1995, as cited in Brown et al., 2010). It is further noted that by having a quality education, children are more likely to break free of the bounds of economic distress which family separation can bring (Brown et al., 2010). This point is reiterated in the Learning and Wellbeing Framework, which states that:
"Parents and carers have the most significant impact on their child’s wellbeing, and their partnership and active participation in school activities are welcomed and encouraged.” (Department of Education, Training and Employment [DETE], n.d., p.2). Unfortunately, many non-residential parents after a divorce feel excluded by their child’s school, to the point where they are nervous and unsure of their rights to information (Brown et al., 2010). It is strongly recommended that, where possible:
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“In the event that relations are strained between parents, schools should work extra hard to minimise any impact on the children.” (Forde & Holdestock, 2009, p.55). |
Duty of Care.
As a future educator, it is very important that I understand and recognise the negative effects which divorce can have on children, and how these can be addressed within the school system. Part of my job responsibilities will be to try and prevent emotional harm occurring to my students’ and to ensure support is given for any who have been hurt (Department of Education and Training, 2011). As mentioned earlier on the children’s page, children suffering from distress relating to divorce may exhibit a variety of different behaviours depending on their developmental stage.
It will be my duty of care to identify the dangers associated with such distress, and see that these students are provided the extra support they need, whether this be through pastoral care, chaplaincy or guidance officers (DETE, n.d.; Education Queensland, n.d.). Additionally, if I believe there is cause for concern, I must ensure that I report this to the school principal, any support staff involved and if appropriate, discuss these issues with both the student and their parents as well.
As a future educator, it is very important that I understand and recognise the negative effects which divorce can have on children, and how these can be addressed within the school system. Part of my job responsibilities will be to try and prevent emotional harm occurring to my students’ and to ensure support is given for any who have been hurt (Department of Education and Training, 2011). As mentioned earlier on the children’s page, children suffering from distress relating to divorce may exhibit a variety of different behaviours depending on their developmental stage.
It will be my duty of care to identify the dangers associated with such distress, and see that these students are provided the extra support they need, whether this be through pastoral care, chaplaincy or guidance officers (DETE, n.d.; Education Queensland, n.d.). Additionally, if I believe there is cause for concern, I must ensure that I report this to the school principal, any support staff involved and if appropriate, discuss these issues with both the student and their parents as well.
Strategies.
Kenardy, De Young, Le Brocque and March (2011) have created a manual which provides tips and advice for teachers on how to help and support students through traumatic experiences. While divorce may not be as traumatic for students as some other circumstances, this booklet is still useful as it outlines possible reactions which may arise in troubling situations, and offers useful strategies for helping students cope with psychological distress.
Some of these strategies include:
Kenardy, De Young, Le Brocque and March (2011) have created a manual which provides tips and advice for teachers on how to help and support students through traumatic experiences. While divorce may not be as traumatic for students as some other circumstances, this booklet is still useful as it outlines possible reactions which may arise in troubling situations, and offers useful strategies for helping students cope with psychological distress.
Some of these strategies include:
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