Nele Havermans

Family resources as mediators in the relation between divorce and children's school engagement

Abstract Children are increasingly growing up in non-intact families. Because the family is a vital developmental part of growing-up, parental divorce can have far-reaching effects on children. This article investigates whether divorce interferes with childrens engagement in school. According to the deprivation perspective, the effect of a parental divorce on children is mediated through the availability of family resources. Structural equation models are performed on the Leuvens Adolescent and Family Study. We conclude that the parental divorce effect on school engagement is mediated by the parent-child relationship, parental conflict, and financial problems at home.

Residential Arrangements and Children’s School Engagement The Role of the Parent–Child Relationship and Selection Mechanisms

The increase in shared residential arrangements is driven by the belief that it is in the best interest of the child. The maintenance of contact between child and parents can mitigate negative consequences of separation. However, selection mechanisms may account for a positive relationship between shared residential arrangements and child outcomes. This study examines the association between children’s residential arrangements and their school engagement, focusing on the parent–child relationship as a mediator and selection mechanisms. Structural equation models are performed on a sample of 973 secondary school pupils with separated parents from the Leuven Adolescents and Families Study (LAFS; 2008-2011). The results suggest that more parental time is related with a better parent–child relationship, and this leads indirectly to higher school engagement. However, shared residence may also have negative consequences for children and is certainly not the only residential arrangement in which children have a good relationship with both parents.

Let’s Talk Politics: Which Individual and Classroom Compositional Characteristics Matter in Classroom Discussions?

Deliberative democratic theory puts discussions at the centre of democracy. Schools are places where young people can practise such discussions. In this article, we argue that these perceptions of deliberation in class are differential for different young people. Individual student characteristics matter when making schools successful in creating an ‘open discussion climate’. Using the International Civic and Citizenship Education Study (ICCS) 2009, we find that gender, self-efficacy and socio-economic background have an impact on the perception of such a climate. If students evaluate discussion opportunities differently based on background characteristics, alternate strategies should be developed to get everyone to deliberate. Future research looking into the quality of discussions should take this into account, as boys or students with a lower SES (socio-economic status) might need extra stimulation to perceive the classroom as a place to discuss public matters. Also, schools and policymakers should be aware when deciding which civic education strategy should be followed to obtain the desired results.