Influence of Parental Separation on the Academic Performance of Students in English Language Among Senior Secondary School Students in Gwagwalada Area Council, Fct Abuja.

ABSTRACTThis project titled the influence of parental separation on the academic performance of students in English Language Among Secondary School students in Gwagwalada Area Council, FCT Abuja. Parental separation, often associated with emotional and psychological challenges, has been identified as a factor that may significantly impact children’s academic achievement, especially in language skills which require focused attention and cognitive stability. The research employed a survey methodology, utilizing a structured questionnaire distributed to a sample of 150 students selected from various secondary schools in the metropolis. The theoretical framework for the study was grounded in Family Systems Theory, Attachment Theory, and the Theory of Moral Absolutism. Family Systems Theory highlights the interdependence within family units and how changes, such as separation, disrupt established dynamics, potentially affecting a child’s academic focus. Attachment Theory explores the emotional bonds and security children derive from their parents, suggesting that parental separation may lead to feelings of abandonment or insecurity, which could interfere with cognitive and emotional stability necessary for learning. Meanwhile, the Theory of Moral Absolutism provides insights into the societal and moral expectations that influence students’ perceptions of family structure, potentially impacting their self-esteem and commitment to academics when these ideals are disrupted. The study’s findings reveal a notable correlation between parental separation and academic performance in English Language among secondary school students. Students from separated families often exhibited lower levels of motivation, concentration, and performance in English compared to their peers from intact families. Additionally, factors such as emotional stability, parental involvement, and the level of social support from caregivers played significant roles in shaping students’ academic outcomes. The study concludes that parental separation has a substantial impact on students’ academic performance in English Language, emphasizing the need for schools and policymakers to provide psychological and educational support systems to help affected students.This research contributes to the body of knowledge on family dynamics and academic performance, highlighting the importance of supportive family structures in academic success. It recommends that educational stakeholders implement counseling and intervention programs to mitigate the negative effects of parental separation on students’ academic development.