Abstract
This study examined the impact of parental separation on the academic achievements of elementary learners in District I and II of Kadingilan, Bukidnon, Philippines. Parental separation is a critical life event that can affect a child’s cognitive, emotional, and social development, which in turn influences their academic performance. This research seeks to determine the extent of these effects by analyzing economic, emotional and psychological, and social factors. Grounded in Family Systems Theory and Bronfenbrenner’s Ecological Systems Theory, this study explores how disruptions in family structure affect learners’ ability to succeed academically. A descriptive –correlational research design was employed, with 120 elementary learners who have experienced parental separation serving as respondents. Data collection involved surveys that assessed financial difficulties, emotional distress, social challenges, and academic performance. Findings reveal that parental separation has a moderate negative impact on learners’ economic stability, emotional well-being, and social interactions. Financial constraints often limit access to educational resources, while emotional distress contributes to concentration difficulties and reduced academic motivation. Social challenges, such as discomfort in discussing family situations and withdrawal from peer interactions, were also observed. Despite these challenges, a majority of respondents maintained satisfactory academic performance, with some demonstrating resilience and excelling in their studies. Statistical analysis confirms a significant negative correlation between parental separation and academic achievement, particularly in economic and emotional aspects. The study recommends school-based interventions, such as financial aid programs, counselling services, and peer support initiatives, to help affected learners cope with the challenges of parental separation and sustain academic success.
