La separación de los padres en el rendimiento académico de los estudiantes de la unidad educativa Lauro Palacios, año 2024.

Abstract

The central problem of the research addressed how parental separation affects the academic performance of students in the Lauro Palacios Educational Unit, year 2024. The general objective was to analyze this problem, exploring family dynamics, emotional factors, and the academic effects linked to parental separation. To this end, a qualitative methodology was used, applying structured interviews to 5 teachers, 5 parents and a psychologist. The results showed that students faced emotional challenges such as sadness, anxiety, and internal conflicts that were reflected in the classroom through social isolation or disruptive behaviors. Academically, lower grades, decreased class participation, and increased absenteeism were observed. It was also identified that the level of conflict between parents and the emotional support offered by them are crucial factors in academic performance. In terms of coping strategies, students with access to extracurricular activities showed greater resilience, while those without additional support manifested less adaptive behaviors. The conclusions noted that parental separation negatively affects students' emotional and academic well-being, although the impact can be mitigated with effective interventions. The importance of close collaboration between families and educational institutions to promote academic stability and success was highlighted. Recommendations included designing workshops for parents on managing divorce, implementing school-based emotional support programs, and encouraging active communication between parents, teachers, and students to jointly address the challenges that arise from these family dynamics.