Abstract:

The purpose of this study is to investigate the complex relationships in the school and family environment that influence the divorce adjustment of children aged 6-11. The framework of the research is the ecological theory put forward by Bronfenbrenner. The research was designed and conducted in a qualitative design and phenomenological design was used to provide a comprehensive understanding of the divorce adjustment experience. Within the scope of the research, the custodial parents, the classroom teachers and the school counselors of the ten children in the focus were interviewed. The findings obtained from the interviews can be classified into five themes: a)family microsystem, b) school microsystem, c) mesosystem d) exosystem and macrosystem. The first theme is divided into four categories: family structure, custodial parent-child relationships, noncustodial parent-child relationships and relationships with root family. The second theme is divided into three categories: the teacher-student relationship, peer relationships, and the school counselor-student relationship. The third theme is divided into two categories: teacher-parent colloboration and school counselor-parent colloboration. The fourth theme is divided into three categories: dynamics of the education, law, and economic systems. The fifth theme is divided into two categories: the societal economic structure and the sociocultural structure. As a result, supporting children's adjustment to divorce necessitates a holistic approach and organized interventions at various levels.

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