Abstract

This study examines the influence of parental separation on the academic performance of secondary school students in Buea, Cameroon. Parental separation, whether through divorce, separation, or non-cohabitation, can create emotional, psychological, and financial challenges that may adversely affect a child’s educational journey. This research seeks to explore the specific ways in which these disruptions impact students’ academic outcomes in the Buea Municipality.

Using a mixed-methods approach, the study gathers both quantitative and qualitative data from secondary school students, teachers, and school counselors in Buea. Quantitative data is collected through academic records and standardized test scores of students from separated families compared to those from intact families. Qualitative insights are obtained through interviews and focus group discussions to understand the emotional and social consequences of parental separation on students’ academic engagement and motivation.

Preliminary findings indicate that students affected by parental separation often experience lower academic performance compared to their peers. Factors contributing to this include emotional distress, lack of parental support, and a disrupted home environment. Additionally, financial strain following separation can result in limited access to educational resources and extracurricular activities, further exacerbating the academic challenges faced by these students.

The study also explores the role of school support systems, such as counseling services and teacher interventions, in mitigating the negative effects of parental separation on academic performance. While some students demonstrate resilience and continue to perform well despite family disruptions, many require additional emotional and academic support to succeed.

The research concludes that parental separation has a significant impact on the academic performance of secondary school students in Buea. Addressing this issue requires a multi-faceted approach, including the provision of psychological support for affected students, increased communication between schools and parents, and targeted interventions to ensure that students from separated families have access to the resources they need to thrive academically.

Keywords: Parental separation, academic performance, secondary school students, Buea Municipality, Cameroon, emotional impact, school support systems, family disruption