Living Well in the Aftermath of Separation and Divorce: The Role of Teachers, Schools, and Early Childhood Services

Abstract

AbstractSeparation and divorce have become common phenomena across the world. There has been much research reporting the stress factors of parents/carers during the process of separation and divorce and the impact this has on children. However, there is little research that investigates the intersection between families experiencing separation and divorce and teachers, schools, and early childhood services. This chapter explores parents’ aspirations for their family in the aftermath of separation and divorce and their experiences of communication and collaboration with their children’s teachers, schools, and early childhood services in assisting them to realise these aspirations to live well. Data for this project came from an interview study with 12 mothers who discussed their perceptions of their communication and collaboration with their children’s teachers during the process of their separation and divorce. While some parents described the communication and collaboration with their children’s teachers and schools as enabling their family to live well, other parents shared stories where the practices of teachers and the school or early childhood service constrained their wellbeing and adjustment to their changed family circumstances. Parents provided suggestions of practices that teachers, schools, and early childhood services could engage to support their children and family to promote wellbeing.