Divorce has become a common phenomenon across the world (Australian Bureau of Statistics, 2021; Gähler et al., 2009; Office for National Statistics, 2022; Statistics New Zealand, 2022; United States Census Bureau, 2022) and affects a substantial proportion of children. While some children readily adjust to their parents’ separation and divorce, other children exhibit difficulty adjusting emotionally, socially, and demonstrate poorer academic outcomes when compared with children with married parents (Amato, 2001; Amato & Keith, 1991; Anthony et al., 2014; Eriksen et al., 2017; Fergusson et al., 2014; Schaan & Vogele, 2016; Sigle-Rushton et al., 2014; Song et al., 2012).

Separation and divorce have consequences beyond the family and those consequences may involve teachers. This study addresses this gap in the literature by examining the perspectives of separated and divorced parents of what living well means for them and their family in the context of their separation and divorce, and the role of teachers, schools and early childhood services in assisting them to realise these aspirations.   

While there is much research about the emotional, social, behavioural, and academic effects of separation and divorce and diverse family composition, there is a paucity of research focusing on the nexus with education and how teachers work with children and their families. Studies have revealed teachers valued communication and collaboration with parents experiencing separation and divorce which enabled teachers to support their children (Cottongim, 2002; Ellington, 2003; King, 2007; Mahony et al., 2015a). The few studies with teachers investigating their work with children and families experiencing separation and divorce showed that when teachers had knowledge of the unique family circumstances, they adjusted their practices to suit the individual needs of children and families (Lee & Walsh, 2004; Mahony et al., 2015a, 2015b; Øverland et al., 2012; Webb & Blond, 1995).  Teachers see children for a greater proportion of time each day than any other adult other than children’s parents. Therefore, teachers, schools and early childhood services are in a strategic position to promote wellbeing and learning in children experiencing parental separation and divorce.  

Relevant to this study is the influence teachers and families can have on children. Teachers may be able to serve the children in their care and their families if they understand them better. Teachers, schools and early childhood services endeavour to uphold the aspirations families have for their children and their family and readily support children and families as needed. However, teachers, schools and early childhood services need to be confident that their practices enable all children and families to flourish regardless of their family circumstance. In some instances, these practices may need adjusting to suit the needs of children and families experiencing parental separation and divorce. First, teachers, schools and early childhood services need to develop an understanding of what children and families experiencing parental separation and divorce need and want so that they can work with them in ways that support them and promote wellbeing and learning (Mahony et al. 2015a).

The aim of this study was to understand the perspectives of separated and divorced parents of what living well means for them and their family in the context of their separation and divorce, and the role of teachers, schools and early childhood services in assisting them to realise these aspirations.   

The research questions guiding this chapter are:

• What are parents’ aspirations for their children and themselves to live well in the aftermath of separation and divorce?
• What practices of teachers, schools and early childhood services enable and constrain families’ ability to live well during the process of separation and divorce and into the future? 

Participants Twelve parents were purposefully selected to participate in the project (Warren, 2002). Parents were recruited by advertising through Government family organisations and services dedicated to keeping families safe, well, strong and connected (e.g. Family Relationships Australia and Family Services Australia) and by snowball sampling whereby participants referred other potential participants to the study. Semi-structured interviews Parents were asked to reflect on the past to inform their vision of the future for themselves and their children. Parents were asked what it means for them to live well, and what they consider is a world worth living in for all. Parents were also asked a series of questions about the practices of teachers, schools or early childhood services to explore what parents considered their children’s teachers could have done to help their children and family, and what they considered teachers could have avoided that was not helpful for their children and their family at this time. Data analysis The research questions created a lens for data analysis. First, data were analysed using thematic analysis to identify themes related to the first research question to understand parents’ aspirations for their children and themselves to live well in the aftermath of separation and divorce. Data were analysed using two phases of coding: initial and intermediate coding (Corbin & Strauss, 2008). During initial coding, interview transcripts were read, and all possible categories were listed. During intermediate coding, these initial categories were grouped together with similar categories to form themes (Corbin & Strauss, 2008). These themes focused on emotional and social wellbeing. Next, the interview data were analysed to explore the second research question, which was to identify those practices of teachers, early childhood services and schools that enabled and constrained these family’s ability to live well during the process of separation and divorce. Themes identified from the first research question focused analysis to identify practices that aligned to the themes of emotional and social wellbeing. Elements of the theory of practice architectures were used to better understand those practices of teachers, schools and early childhood services that parents considered helpful to promote wellbeing and learning and realise their aspirations for their children and family. To be specific, those practices that ‘enabled’ or had an adverse effect or ‘constrained’ wellbeing and adjustment to their changed family circumstances were identified.

Separated and divorced parents talked holistically with a particular focus on emotional and social wellbeing of their children and themselves. Parents were overwhelmingly concerned with their children being happy. Parents reported several aspects that contributed to them realising their aspirations for their children and themselves. • Parents considered promoting and maintaining open communication between themselves and teachers, and between teachers and children to be imperative to realising optimal emotional and social wellbeing where they and their children felt safe, happy, supported, respected and accepted, and socially connected. • Parents felt that school sites and early childhood services had potential to create sites where families can meet, connect, share, and learn. One role of these sites would be to provide support for children and families during the process of separation and divorce. • Positive relationships were imperative to build and maintain communication and collaboration between parents; children; and teachers, schools and early childhood services. This study has potential to transform how schools and teachers interact with children and families experiencing separation and divorce so that wellbeing and learning are maximised. It is considered that when we understand the intricacies of practices, we can focus on transforming practices to replicate those practices that enable wellbeing and learning, and work towards adjusting those practices that constrain or pose as a barrier to children and families realising their aspirations to live well in the aftermath of parental separation and divorce. This study has implications for the development of school-wide and system wide policy, processes, and procedures for working with children and families experiencing separation and divorce and other social diversity.

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