Exploring the link between school supports and child adjustment outcomes among children growing up in single-parent families: A scoping review

Abstract

When considering a child’s development, the family structure in which they are raised remains an integral part of their growth. Beyond research that focuses on the impact and prevention of adverse childhood experiences (ACEs) among children who are raised in complex family structures (e.g., single-parent families), literature has more recently focused on the impact for children in these households to engage in opportunities that promote positive child adjustment and resiliency. As children spend a large portion of their development within schools, understanding the ways in which these environments provide supports that promote positive child adjustment within single-parent families is pertinent. While there has been a contemporary shift in research as it now examines pathways to resilience among children in single-parent families, that research has not been integrated or summarized for the purpose of action or future directions of the field. To address this gap, the current scoping review aims to synthesize past research conducted on school supports and the promotion of positive child adjustment among single-parent families. With consideration for risk and resiliency and socio-ecological theories, the following research questions are addressed: 1) In what ways do school supports promote positive child adjustment, particularly among those raised in a single-parent household? and 2), What are the gaps in existing literature that may guide future research to continue supporting children and single-parent families within their schools and households? Utilizing PRISMA analysis and a systematic search process, results of the final research study sample (n=4) indicate that schools supports, specifically positive school climates, do positively impact academic adjustment and risk and socio-behavioral adjustment among children living in single-parent homes. Overall, one study utilized targeted interventions to explore child engagement with risk and antisocial behaviors, one study used a multimodal digital literacy curriculum to explore child social behaviors, and two studies utilized school climate reports to determine academic achievement. From the synthesis of studies conducted on this topic, this review suggests the need for further research to explore topics including specific prevention/intervention strategies, potential changes in school environments and staffing structures, and targeted psycho- and socio-emotional education within schools.