Verbatim Reference

A family serves as the primary school Lanozoo G. J. , Tabieros G. L. , Solmiano E. M. ,

to the child, where one learns about Paras E. N. , Tus J. (2021). Buhay Estudyante: The
different things. The essential Lives of Students from Broken Families Amidst the
information almost one’s culture and Pandemic,7(1), 948-949.
character come from their family as https://tinyurl.com/3h7y78d7
they were. However, divorce,
separation, and illegitimacy lead to a
broken family. The broken family
system has a dark impact on social
development, academic performance,
and children’s mental well-being
(Qureshi, 2016). A broken family is
one of the Philippines’ significant
problems because annulment is legal
in the Philippines, bringing enough
attention. This issue exposes students
to physiological, social challenges and
contributes to poor educational
outcomes. A broken family is the one
factor that makes one person change
their point of view or lifestyle (Robert
et al., 2016). Having a broken home
can change a person’s mindset, life,
and insight towards the family.
Filipino students involved in this
situation feel difficult to accept their
concerns and think it is their fault,
which will soon lead to them being
distracted in their studies. Behavioral
bumps were found on the students
after their parents’ separation; these
were bad temper, moody, and
rebellious (Ariston, 2019). Students
experience negative feelings and
emotions; they feel isolated and
embarrassed due to their current
situation. Thus, Filipino students can
have trouble concentrating and
understanding their academics
because they know that their
guardians are not acceptable. In
addition, broken residential families
nearly brought in students an
unfortunate behavior or inappropriate
conduct at school (Shalahuddin et al.,
2019). Due to the parents’ inability to
pay attention to their children, there is
a possibility that students lose focus
on learning due to the environment
they see in their homes. It can lead to
bullying of their fellow students and
ambiguous action. Their academic
performance can suffer, and they
might begin engaging in some forms
of deviant behavior like associating
with the wrong friends and acting up
during class. Moreover, going home
late at night, absenteeism, and getting
in fights are the most common
behavioral issues of students from
broken homes (Magpantay et al.,
2014). Students whose parents are
separated are more likely to leave
home, not wanting to be involved in
the problem facing their parents, and
deciding to live independently. Due to
their current situation, they turn their
attention to others. They entertain
themselves by hanging out with
friends or fighting with classmates at
school to forget the problem their
family has. Many studies also showed
that divorce only affects a slight but
notable downside to American
students, but recent studies show
uncertainty about those. Like in
Australia, seven-tenths each year of
their education is affected by divorce
alone, specifically to their secondary
school accomplishments (Evans et al.,
2001). Students also have problems
with interacting in schools because of
their insecurities with the situation of
their families. They avoid their
classmates because they feel like they
do not have sufficient needs to
interact with them. They also get
affected when a meeting needs a
father or a mother because either one
of their parents is unavailable (Batool,
2017). According to Olokuntoye,
students performed below
expectations due to a lack of security,
care, and discipline. Their
performances change result from
instability in the home environment.
Having a broken family has harmful
effects on children because of the lack
of attention, and they are not well
cared for. The students are distracted
from learning because of their
situation, and they are unlearned to
study at home. The children who have
enough attention, communication, and
interaction with biological parents
were more stable and showed
consistency in their academic scores
(Saxena, 2017). As shown, having a
broken family negatively influences
students’ accomplishments and
academic performance. However,
when parents are paying more
attention to students in a broken
family reduces having a negative
result in their academic performance;
they can be more able to cope with
what they are studying in school.
Parents’ responsibility is to be
involved in their children’s education,
assist them in their homework, and
provide what they need in school.

Broken families earn less and Fagan, Patrick, F.(1999).Backgrounder Executive

experience lower levels of educational Summary. How Broken Families Rob Children of
achievement. Worse, they pass the Their Chances for Future Prosperity (Report
prospect of meager incomes and No.1283). The Heritage Foundation.
Family instability on to their children, https://www.nhcornerstone.org/wp-content/uploads/d
ensuring a continuing if not ownloads/2010/10/bg1283.pdf
expanding cycle of economic distress.
Simply put, whether or not a child's
parents are married and stay married
has a massive affect on his or her
future prosperity and that of the next
generation. Unfortunately, the growth
in the number of children born into
broken families in America--from 12
for every 100 born in 1950 to 58 for
every 100 born in 19922 --has become
a seemingly unbreakable cycle that
the federal government not only
continues to ignore, but even
promotes through some of its policies.
Numerous academic and social
science researchers have
demonstrated how the path to
achieving a decent and stable income
is still the traditional one: complete
school, get a job, get married, then
have children, in that order.
Obviously, the journey toward a
secure income can be derailed by
choices growing children make, such
as dropping out of school or getting
pregnant before marriage. But
generally, children who grow up in a
stable, two-parent Family have the
best prospects for achieving income
security as adults.

When parents separate, the children Felisilda M. M. A. , Torreon L. C.(2020). International

are left with no stability causing them Journal of Research – GRANTHAALAYAH. Effects of Broken
to lose basic concepts of childhood Family on Pupil’s Behavioral Development and Academic
and negative perception that may Success, 8(10), 217.
carry with them throughout life. https://doi.org/10.29121/granthaalayah.v8.i10.2020.1526
Broken families may have profound
negative impact on student’s
academic performance as parents play
an important role in most children’s
academic development. Guardians or
single parents attributed to limit time
that has to spend on their child’s
academic work [3]. The problem of
broken home are universal
phenomenal which affect both
developed as well as the under
develop country. A home is the walls
of the house but the people who live
on it make a home. A house only
becomes a home, when if complete. A
home also became a house when is
not broken. It pointed out [4] that the
family lays the psychological, moral,
and spiritual foundation in the overall
development of the child. Structurally,
family/homes is either broken or
intact. A broken home in this context
is one that is not structurally intact, as
a result of divorce, separation, death
of one of parent and illegitimacy.
Psychological home conditions arise
mainly from illegitimacy of children
[5], the label of adopted child, broken
homes, divorce and parental
deprivation. Such abnormal
conditions of the home, are likely to
have a detrimental effect on school
performance of the child he asserts.
Life in a single parent family or
broken home can be stressful for both
the child and the parent. Such families
are faced with challenges of
inadequate financial resources
(children defense find, 2004). As
noted [6], in order for self-control to
be taught, a parent must be able to
monitor their child’s behavior,
recognize their inappropriate behavior
as deviant, and punish them
accordingly. The problem for single
parent is they may not have the
enough time to monitor their child’s
behavior, and they may not have the
means to discipline them. Many
single-parent mothers are forced to
work long hours and therefore allow
their children to do a lot more without
any interference. They are also not
necessarily aware of their child’s
misbehavior and their performance in
school. Academic performance is seen
as the knowledge attained or skills,
shown in the school subject. To
indicate such achievement, test scores
or marks are assigned by the teachers.
It is the school evaluation of the
classroom work on the basis of the
grades awarded. Academic
performance [7] is of two types, the
positive and negative (poor)
performance. Habits, family
background, perseverance, attitudes,
interest all these affect academic
achievement in school. He concluded
that if these variables are modified
and attitude changed positively, then
the level of individuals’ academic
performance would improve. The
Abraham Maslow’s theory on
hierarchy of needs was adopted for
this study. It focuses on self-
actualization of a person. Some
characteristics of a self-actualized
person include tolerance, welcoming
uncertainty, acceptance of self and
other, creativity, need for privacy,
autonomy, genuine caring for others,
sense of humor and directedness [8].
He divided human needs into five
categories. The most basic category is
the physiological needs. These
include food, shelter, clothing and
education. When pupils lack these
basic needs, they cannot grow and
their concentration is on their
discomfort. If pupils are hurt by
conflicts in the family, they may not
acquire all the needs that they need.
After the basic needs, a person yearns
for safety needs. This is the need to
feel secure. Pupils who witness their
parents fighting all the time do not
feel safe in that home. There is the
fear that the parents might separate or
even hurt them. On other hand, the
Attachment Theory [9], child-adult
relationships may be secure (close and
trusting), resistant (conflicted and/or
needy), avoidant (business like and
emotionless or over bright) (, or
disorganized (a mixture of both
patterns of insecurity). The ideal
pattern of attachment is conceived as
a secure relationship in which a child
trusts the adult caregiver to provide
consistent, supportive care. Examples
of secure attachments can include the
following interactions: a child seeks
and accepts comfort from the primary
caregiver when he/she is upset or hurt,
a child shows physical affection
toward his/her primary caregiver, a
child explores and undertakes new
challenges in the company of the
caregiver, a child asks for and uses
help from the primary caregiver, a
child checks in sometimes just
visually with the primary caregiver
when uncertain, and a child follows
directions and suggestions from the
primary caregiver [10]. Furthermore,
the Family Systems Theory is a theory
[11] that suggests that individuals
cannot be understood in isolation
from one another, but rather as a part
of their family, as the family is an
emotional unit. Families are systems
of interconnected and interdependent
individuals, none of whom can be
understood in isolation from the
system. Children of broken families
generally are more likely to be
resource deprived [12], especially in
female-headed households [13], and
receive less intense and less consistent
monitoring, all of which have been
associated to mental development and
academic success of a child
This analysis of SIPP data reveals a
significant role for marriage in
protecting
households with children against
material hardships. It is well known
that married parents
have higher incomes than single
parents, but the independent role of
marriage remains
interesting in the context of three
questions.
1. Do married parents experience less
poverty and hardship than unmarried
parents in
households with at least two potential
adult workers, such as cohabiting
couples and
non-cohabiting single parents with at
least two adults? The presence of
another
adult among unmarried mothers
could, in principle, neutralize the
advantages
marriages bring in the sharing of child
care and market work responsibilities.
2. Do married parents and their
children experience less material
hardship than other
types of households with the same
level of income relative to needs? Of
those at the
same low income-to-needs ratio, it is
far from obvious that married couple
households should do better than
other types of households in avoiding
utility
cutoffs, inability to pay rent, housing
so undesirable that one wishes to
move, and
inadequate food.
3. Do differences in access to help
from family, friends, and community
account for
any differences among household
types in the experience of material
hardship? As expected, the results
clearly show that married parents
experience lower poverty rates and
higher incomes not only than single
mothers living without another adult,
but also among those unmarried
mothers with at least two potential
earners. Poverty rates of cohabiting
couple parents are double those of
married parents; non-cohabiting
single parents with at least a second
adult had poverty rates three times as
high as among married parents.. The
gains from marriage extend to
material hardship as well. About 30
percent of cohabiting couples and 33-
35 percent of single parents stated that
sometime in the past year they did not
meet their essential expenses. These
levels are twice the 15 percent rate
experienced by married parents. Even
among households with similar
incomes, demographic and
educational characteristics, married
couples suffer fewer serious
materialhardships. Moreover, despite
their less promising marriage market,
low-income and lesseducated mothers
who are married experience
significantly less material hardship
than lowincome, less-educated
mothers not married.
Marriage retained an advantage in
limiting hardship even among families
with the same incomes relative to
needs. The variables used for
controlling for the effect of incometo-
needs ratios were the income-to-needs
ratios in the current wave of SIPP (the
prior four month period) as well as the
mean level and the stability of
income-to-needs ratios during the 28
months prior to the current wave. Not
surprisingly, higher current welfare
ratios, higher past welfare ratios, and
lower instability of welfare ratios
were all associated with less hardship.
However, the inclusion of the income
variables left intact virtually all of the
differences by marital and family
status.
Another possible explanation for the
advantage of married parents in
minimizing Hardship is their greater
access to help from family, friends,
and others in the community.
The results clearly document that the
ability to draw on friends, family, and
community for help in difficult times
substantially lowers a household’s
risk of material hardship. Moreover,
the greater access of married parents
to help from family and friends
contributes to their advantage in
limiting material hardship. The
reduction in material hardship
associated with access to friends and
families also explains part of the
marriage advantage among
lowincome and less-educated
subgroups of women. Still, much of
the benefit of marriage in lowering
hardship remains, even after
accounting for differences in access to
help from friends, family, and
community.