Abstract

The rise in single-parent households has contributed to increasing concerns regarding the emotional and behavioral challenges faced by single-parent learners in schools. This study investigates the conditions and challenges experienced by single-parent learners, with a focus on their emotional and behavioral difficulties in selected schools in Limbe, Cameroon. The research explores how these difficulties impact academic performance, peer relationships, and overall well-being.

The study utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from students, teachers, and school administrators. The sample includes learners from single-parent families enrolled in primary and secondary schools, as well as educators who interact with these students. The survey aims to assess the emotional state of learners, including anxiety, stress, and feelings of isolation. Behavioral aspects such as aggression, defiance, and difficulty following rules are also examined. Additionally, the qualitative interviews seek to understand the perspectives of teachers on how these challenges manifest in the classroom and the support mechanisms that are currently in place.

Findings reveal that single-parent learners in Limbe experience heightened emotional distress compared to their peers from two-parent households. This distress often stems from financial hardships, the absence of one parental figure, and feelings of insecurity or abandonment. Many single-parent learners struggle with low self-esteem, social withdrawal, and a lack of concentration in class, which adversely affects their academic performance. Behavioral difficulties, such as increased irritability, disobedience, and poor interpersonal relationships with classmates, were also noted among learners from single-parent homes. Teachers reported that these students are more prone to conflict with peers and authority figures, which disrupts their learning environment.

In terms of coping strategies, the research identifies that schools in Limbe lack adequate emotional and psychological support systems for single-parent learners. While some schools offer general counseling services, there are few targeted interventions specifically designed to address the unique challenges faced by learners from single-parent families. Teachers also noted the absence of structured programs for managing behavioral issues, which further hinders the academic progress of these students.

The study highlights the need for more comprehensive support systems for single-parent learners in schools. Recommendations include the development of specialized counseling programs that focus on emotional regulation and behavioral management, increased parental engagement to mitigate the effects of single parenting on learners, and teacher training on handling the specific needs of this vulnerable group. Furthermore, schools should collaborate with local social services and community organizations to provide holistic support to single-parent families, ensuring that both emotional and academic needs are met.

In conclusion, the research underscores the significant emotional and behavioral difficulties faced by single-parent learners in Limbe, Cameroon, and the urgent need for interventions tailored to their specific needs. Addressing these challenges through targeted programs and support systems is crucial for improving the overall well-being and academic success of these learners.

Keywords: Single-parent learners, emotional difficulties, behavioral challenges, academic performance, Limbe, Cameroon, school support systems, counseling, parental engagement.