| There is no more challenging issue for families | | | | cost of child care. |
| than the impact of divorce on the children that | | | | Thirdly, educators should work with school |
| are involved. Although children may have | | | | administration to support the addition of social |
| experienced trauma as their parents grew apart, | | | | workers and school counselors who provide |
| the major impact of such a life-changing event | | | | intervention and support for children experiencing |
| becomes even more pronounced when the | | | | the family trauma of divorce. Since children the |
| separation is final. | | | | majority of each weekday at school, this is the |
| As that change unfolds, adults in the child's life | | | | natural location for behavioral health services and |
| become extremely important as sources of | | | | related social supports. |
| support, love, understanding, and sharing. Of those | | | | Most importantly, educators need to set aside |
| adults, those most commonly associated with | | | | time to listen to the newly single parent in |
| children on a routine basis are teachers and | | | | parent-teacher conferences and other meetings |
| teacher associates in the school setting. This short | | | | where one-on-one contact with the parent is |
| article provides some guidance and information for | | | | possible. That small amount of time gives the |
| educators working with children from divorced | | | | parent a much needed opportunity to share |
| families. | | | | frustrations, ask questions about changes that |
| Educators should first be alert to changes that | | | | may be occurring in the child, and share |
| occur in children as the change at home unfolds. | | | | information with the teacher that may be helpful |
| With the advent of No Child Left Behind, many | | | | in working with the child. |
| teachers have become focused on the testing | | | | Significant changes in a child's life that are not |
| and benchmarking required by that program. In | | | | addressed in the early stages of the change can |
| the process, concerned educators have become | | | | lead to life-long emotional and attachment |
| focused on the process and less focused on the | | | | challenges for the child. Educators have the |
| day-to-day needs of the children in their | | | | opportunity to provide support and intervention at |
| classrooms. | | | | that critical time when the newly single parent and |
| Secondly, educators should become familiar with | | | | the children involved need those supports the |
| resources in the community that are available for | | | | most. Taking the time to recognize changes in the |
| children living in divorced homes. Those range | | | | child and provide openings for conversations with |
| from after-school programs for single parents | | | | the child and family is a key action step for |
| who are the sole wage earner to financial | | | | teachers in the 21st century. |
| resources that will provide assistance with the | | | | |