Document Type : Original Article
Authors
1
M.A. in Educational Research, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
2
Professor, Department of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
3
Associate Professor, Department of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
Abstract
The present study aimed to explore the lived experiences of elementary school teachers in District 2 of Ardabil County regarding the educational challenges faced by single-parent students. A qualitative approach and descriptive phenomenological method were employed. The study population consisted of elementary school teachers (Grades 1–6) who had teaching experience with single-parent students. Participants were selected based on the principle of theoretical saturation. Data collection reached theoretical saturation after 17 in-depth, semi-structured interviews, and the data were analyzed using the Colaizzi method. The findings indicated that the educational challenges experienced by single-parent students emerged across various dimensions, including emotional, behavioral, academic, and social domains. In the emotional domain, feelings of insecurity, lack of affection, anxiety, and emotional dependence on teachers were identified as major concerns. In the behavioral domain, aggression, emotional fluctuations, attention-seeking through undesirable behaviors, and poor self-control were observed. In the academic domain, reduced motivation, decreased concentration, difficulties in following up on assignments, and instability in academic performance were among the most prominent challenges. In the social domain, difficulties such as social withdrawal, limited ability to establish relationships with peers, and restricted participation in group activities were reported. The findings further indicated that family-related factors, particularly the psychological and economic pressures experienced by the custodial parent and the extent of family cooperation with the school, played a determining role in exacerbating or alleviating these challenges. Based on the findings, adopting supportive educational approaches, creating a safe classroom environment, strengthening effective home–school interactions, and utilizing counseling resources may contribute to reducing educational challenges and promoting the comprehensive development of single-parent students.
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