This master's thesis examines the impact of parental separation or divorce on children in primary school and analyzes the role of school counseling services in providing support to these students. Divorce/separation often leads to emotional, behavioral, and academic challenges,
making it crucial for the school environment to recognize children's needs and provide them with appropriate support. The aim of the research was to explore children's experiences of divorce/separation, their difficulties, and the role of school counselors in addressing their distress. In the theoretical part, I discuss the concept of family, divorce/separation as a social phenomenon, the psychosocial consequences of divorce/separation, and the role of school
counseling services. The empirical part is based on a qualitative study using semi-structured interviews with a non-random, convenience sample of young adults who experienced parental divorce/separation during primary school and with school counselors who provide support to
children. The results show that children experience divorce/separation differently, with the quality of the parental relationship playing a significant role in their adjustment. The most common emotional reactions include feelings of loss, sadness, anger, anxiety, and uncertainty,
while children from high-conflict environments tend to exhibit more behavioral problems, poorer social adjustment, and academic decline. Children exposed to parental conflicts have more difficulties with social adaptation and academic success. Many students report decreased motivation for learning, difficulties with concentration, and a decline in their grade point average after their parents' divorce or separation. Despite the lack of formal support in the
school environment, children found the most comfort in their peers and friends, especially those who had similar experiences. The majority of children did not receive adequate support at school, and only a few had access to effective counseling assistance. The most common methods used by school counselors include individual conversations, stress-relief discussions, parental involvement, and the use of didactic tools (emotion cards, drawing, puppets, board
games). The research highlights the importance of collaboration with parents, teachers, and other institutions in providing comprehensive support to children. Suggested improvements include structured support programs, greater accessibility and availability of school counseling
services, better teacher training, organization of group workshops to strengthen emotional resilience and social skills, support groups for children with similar experiences, and increased parental awareness regarding their children's needs and support. School counselors should have more time and resources for individual work with students and families and play a key role in connecting professionals within the child's support network. This research contributes to a better understanding of the experiences of children from divorced or separated families and offers guidelines for improving support systems that would enhance their emotional stability, social adaptation, and academic success.
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