Divorced Family Syndrome İn Students

We applied for this project because we saw that the number of children in divorced families, which we consider as a disadvantaged group, is increasing. This means that we recognize that these students often face psychological and social challenges in their schools and in society. The psychosocial needs of children whose parents are divorced may not be fully met, and they often have to cope with life's challenges without the level of attention and support that children from intact families can receive. We believe that the school, and especially the teachers, play an important role in guiding these students. Teachers are the most influential people in children's lives, after their parents, and by improving teachers' skills in providing psychological support, we can make a significant impact on the success of these students. Our aim is to integrate students from divorced families into society as self-confident individuals. We aim to equip teachers with the knowledge needed to help these students overcome the challenges they face and thrive academically and socially. Ultimately, we hope to provide these students with a strong foundation in early childhood and develop essential skills that will benefit them in their lives.

The main purpose of this project is to meet the psychosocial and social needs of children living apart from one or both of their parents due to divorce. It is recognized that such children often face difficulties coping with the challenges of life without the nurturing presence of both parents, leading to feelings of loneliness, anger, jealousy and social exclusion. In addition, children of divorced families may encounter psycho/social difficulties that may affect their academic success, especially in the critical primary school age when social behaviors are acquired. Primary school is often where the first signs of these difficulties appear, making these children a vulnerable group in schools. As educators, we should not remain indifferent to the increasing number of children from divorced families attending school. Our main motivation in this project was to reduce the difficulties experienced by these children and provide them with psychological support. Ultimately, our goal is to ensure that children whose parents divorce have a better quality of childhood, and to help them integrate into society more successfully and achieve success.

focused on enhancing teacher skills, and a public institution aiming to develop a survey. Throughout the project, each institution shared its best practices aligned with its core area of expertise. A comprehensive project website was established to allow stakeholders to review the project objectives and implemented activities. The specific activities included: Greece Mobility: This involved activities to enhance teacher skills, including teacher training and the preparation of work plans. Turkey Mobility: This phase focused on sharing the survey and project implementation results. Polish Mobility: Similar to the Turkey Mobility, this phase involved sharing survey and project implementation results. E-Twining Project: This was conducted parallel to the main project, likely involving collaborative online projects between participating schools or institutions. These activities were designed to not only increase the competence of teachers in providing psychological support to children from divorced families but also to share and disseminate best practices among the participating institutions.

The project produced many concrete outputs and results: Support for Students: By receiving support to increase the psycho/social status of children of divorced families, it is aimed to make them healthy individuals in these aspects. School Quality: The project contributed to schools becoming more qualified institutions that can better accommodate disadvantaged students, including those from divorced families. Teacher Competence: Teachers' ability to support disadvantaged students, especially those from divorced families, has been improved. Students were helped to better understand their needs. International Connections: Teachers were enabled to cooperate with international partners in mobility activities, increase their international connections and improve their foreign language skills. Development of the Scale: A scale was developed to evaluate disadvantaged student behavior for use in schools and universities. This tool can help educators better understand and address the specific challenges these students face. Overall, the project had a significant impact on both students and teachers, aiming to create a more supportive and inclusive environment for children from divorced families and other disadvantaged groups.