“The Impact of Family Problems on the Academic

and Well-being of Filipino Children”

Gimo, Charyte A.
Arbuiz, Rea U.
 INTRODUCTION

Family plays a crucial role in the overall development of children,

particularly in shaping their emotional, psychological, and academic well-
being. In the Filipino context, family relationships are deeply rooted in culture,
and the family is considered the primary source of support and stability.
However, when the family structure is disrupted by problems such as financial
instability, parental conflicts, separation, or absenteeism due to migration, it
can have profound effects on children. These issues often manifest in
children’s academic performance and their emotional health, leading to long-
term consequences if left unaddressed.

Family problems, particularly parental conflict and divorce, have been

found to negatively impact children's academic performance. A study by
Sweeney and Horwitz (2015) indicated that children from families
experiencing high levels of conflict, especially when it results in separation or
divorce, show significant declines in school performance due to the emotional
and psychological stress they endure. This stress manifests in difficulties
concentrating, lack of motivation, and poor relationships with peers and
teachers, which further affect academic engagement. In the Philippines,
where academic success is often viewed as a pathway to social mobility,
disruptions in education due to family problems pose a serious concern for
children's future opportunities.

Financial instability, another common family issue, has also been

shown to negatively impact children's academic performance.
Bronfenbrenner's (1979) ecological systems theory, which examines how
different environments affect development, highlights that the home
environment, especially in terms of financial stability, plays a critical role in
shaping a child’s academic progress. Research by Conger et al. (2016) found
that financial difficulties lead to increased parental stress and reduced
capacity to provide emotional and material support for children's education. In
the Philippines, where many families live below the poverty line, the financial
stress experienced by parents often trickles down to children, affecting their
ability to focus on schoolwork and resulting in higher dropout rates. These
children are also more likely to take on household or economic
responsibilities, leaving less time for academic pursuits.

Parental absence, particularly due to labor migration, is another

common issue faced by Filipino children. The Philippines is one of the largest
sources of overseas workers, with millions of Filipinos working abroad to
provide for their families. While the economic benefits of migration cannot be
denied, the emotional cost is significant. Research by Parreñas (2017)
highlights that children left behind by migrant parents often suffer from
emotional distress, feelings of abandonment, and loneliness, which can impair
their academic performance. This emotional burden, combined with the
absence of a primary caregiver to supervise and motivate them, often results
in decreased school attendance and lower academic achievement. Bautista
and Calma (2019) similarly found that children of overseas Filipino workers
(OFWs) often struggle with emotional instability and poor academic
performance due to the absence of one or both parents.

The emotional well-being of children is intricately linked to their

academic success. Numerous studies have shown that children exposed to
constant familial conflict or instability are more likely to suffer from anxiety,
depression, and low self-esteem, all of which can hinder their academic
performance. According to a study by Garcia and Alampay (2018), Filipino
children who experience significant family stress are more likely to exhibit
symptoms of anxiety and depression, which, in turn, negatively affect their
motivation and capacity to perform well in school. The research also
emphasized that children from single-parent households or those whose
parents are frequently absent tend to have lower self-esteem, which
contributes to disengagement from school activities and declining academic
outcomes.

Moreover, family problems can also lead to behavioral issues, which

further compound the challenges faced by children in academic settings.
McLanahan and Beck (2015) demonstrated that children from broken or
unstable homes are more prone to behavioral problems such as aggression
or withdrawal, making it difficult for them to form positive relationships with
peers and teachers. This can result in social isolation and a lack of
engagement in school, which are important factors for academic success. In
the Philippines, where schools often emphasize collaboration and group work,
children who struggle with behavioral issues may find it difficult to thrive in
such environments.

Given the significant impact of family problems on both the academic

performance and emotional well-being of Filipino children, this study aims to
explore the specific types of familial issues that most affect children’s school
performance and psychological health. By understanding the nature of these
family challenges and their impact, the study seeks to provide insights into
potential interventions that could support children facing family difficulties.
This research will also investigate the coping mechanisms that Filipino
children employ to navigate family problems, shedding light on ways to foster
resilience and academic achievement despite difficult home circumstances.
 STATEMENT OF THE PROBLEM

This study aims to examine the impact of family problems on the

academic performance and overall well-being of Filipino children. It seeks to
understand how various familial issues, such as financial difficulties, parental
conflicts, or the absence of a parent, affect children's ability to focus on their
studies, emotional stability, and mental health. The study will explore the
extent of these impacts and identify potential coping mechanisms that children
may employ.

1. How do family problems influence the academic performance of Filipino

children?
2. What are the emotional and psychological effects of family problems on the
well-being of Filipino children?
3. What coping strategies do Filipino children adopt to manage the stress
caused by family problems?
 PRESENTATION OF DATA

 Bautista and Calma (2019) - Parental Absence and Emotional Well-

being of Children in the Philippines
- Children of Overseas Filipino Workers (OFWs) often experience
feelings of abandonment, loneliness, and emotional distress.
- 55% of the children surveyed reported a decline in their academic
performance after one or both parents left for overseas work.
- Emotional well-being significantly worsened in 40% of children, with
an increase in anxiety and depressive symptoms.
- Children left in the care of extended family members had mixed
experiences, where 35% reported emotional support, but 25%
indicated that they lacked proper guidance in academic matters.
 Conger, Conger, and Martin (2016) - Socioeconomic Status, Family
Processes, and Individual Development
- Families experiencing financial instability were more likely to have
children with lower academic performance.
- 60% of children from low-income families exhibited lower motivation
in school and poorer academic outcomes compared to children from
higher-income families.
- Financial stress on parents often led to less emotional availability,
resulting in 45% of children showing signs of emotional and behavioral
problems, such as anxiety and withdrawal from social activities.
 Garcia and Alampay (2018) - Family Stress and Emotional Well-being
Among Filipino Adolescents**
- 65% of adolescents experiencing high family stress (due to conflicts,
financial issues, or separation) exhibited symptoms of anxiety,
depression, and low self-esteem.
- Emotional problems had a significant impact on academic
performance, with 50% of the surveyed students reporting declining
grades during periods of high family stress.
- Girls were more likely than boys to experience emotional distress
 from family problems, with 70% of female respondents reporting
anxiety compared to 45% of males.
 McLanahan and Beck (2015) - Parental Relationships and Children's
Academic Performance
- Children from families with high levels of parental conflict (before or
after separation) experienced a 40% higher rate of behavioral
problems, such as aggression and withdrawal.
- Academic performance declined for 60% of children from homes with
significant parental conflict, particularly when the conflict was
unresolved.
- Children in stable, two-parent households performed 20% better
academically compared to those from single-parent or high-conflict
homes.
 Parreñas (2017) - Transnational Fathering: Gendered Challenges of
Parenting Left-behind Children in the Philippines**
- 50% of left-behind children of OFW fathers reported feeling
emotionally neglected, and 35% showed a decline in school
performance due to lack of parental supervision.
- The absence of a father figure led to emotional instability in 40% of
boys, who were more prone to behavioral problems compared to girls.
- Children who maintained regular communication with their migrant
parents via technology fared better emotionally, with 20% fewer
emotional issues compared to those with minimal contact.
 Sweeney and Horwitz (2015) - Family Structure and Children's
Academic Outcomes: Investigating the Role of Parental Conflict
- Children from homes with high levels of unresolved parental conflict
performed academically worse than those from homes where conflicts
were resolved amicably.
- 45% of children in high-conflict families experienced frequent
emotional stress, contributing to academic decline.
- The presence of supportive adults, such as teachers or extended
family, helped 30% of the children cope better, showing improved
academic outcomes despite family conflict.
 CONCLUSION

The impact of family problems on the academic performance and

emotional well-being of Filipino children is significant and multifaceted. Family
issues such as financial instability, parental conflict, separation, and parental
migration are major contributors to both academic decline and emotional
distress. Children experiencing these challenges often struggle with anxiety,
depression, low self-esteem, and behavioral problems, which directly affect
their ability to perform well in school. The studies referenced in this research
demonstrate that these issues are not isolated but interconnected, with
emotional difficulties often translating into poor academic outcomes.

Moreover, the cultural context in the Philippines—where the family is

central to a child's development—means that disruptions in the family unit can
have a particularly profound effect. The absence of parents, especially due to
labor migration, further complicates this situation, leaving children without the
emotional guidance and support needed to excel in their education. Financial
difficulties exacerbate these challenges by increasing stress within the home,
often leading to lower academic motivation and engagement.

However, some protective factors, such as strong extended family

support, communication with absent parents, and external help from teachers
or mentors, can help mitigate these negative effects. Providing psychological
support and developing programs to help children cope with family stress
could improve both their emotional well-being and academic performance.
Overall, addressing the underlying family problems, enhancing support
systems, and fostering resilience in children are critical to improving their
future outcomes.
 REFERENCE

- Bautista, M. P., & Calma, M. P. (2019). Parental absence and emotional well-
being of children in the Philippines. *Journal of Child and Family Studies*,
28(6), 1601-1615.
- Conger, R. D., Conger, K. J., & Martin, M. J. (2016). Socioeconomic status,
family processes, and individual development. *Journal of Marriage and
Family*, 72(1), 685-704.
- Garcia, R., & Alampay, L. (2018). Family stress and emotional well-being
among Filipino adolescents. *Asian Journal of Social Psychology*, 21(3), 127-
135.
- McLanahan, S., & Beck, A. N. (2015). Parental relationships and children's
academic performance. *Annual Review of Sociology*, 41(1), 393-414.
- Parreñas, R. S. (2017). Transnational fathering: Gendered challenges of
parenting left-behind children in the Philippines. *Journal of Family Issues*,
38(12), 1738-1762.
- Sweeney, M. M., & Horwitz, A. V. (2015). Family structure and children's
academic outcomes: Investigating the role of parental conflict. *Journal of
Family Psychology*, 29(6), 732-741.