WHEN TWO BECOME ONE: THE EXPERIENCES OF STUDENTS IN

A SINGLE-PARENT HOUSEHOLD

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 24
Issue 10
Pages: 1-12
Document ID: 2024PEMJ2236
DOI: 10.5281/zenodo.13354096
Manuscript Accepted: 07-20-2024
Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

When Two Become One: The Experiences of Students in a Single-Parent Household

Harold B. Sto. Domingo,* Mark Russell P. Day, Jerome N. Angala, Cheliza Elaine P. Mañalac, Eloisa M. Obanil
For affiliations and correspondence, see the last page.
Abstract
Despite extensive studies on academic achievement, the unique challenges and resilience of students from single-
parent households remain underexplored. Through purposive sampling, this phenomenological research explored the
lived experiences of nine (9) senior high school students from a well-known performing arts school in Quezon City
who grew up in a single-parent household. A researcher-made interview protocol with ten (10) open-ended questions
that was validated by renowned experts was administered to gather responses and sufficient, vital information from
the participants. With the utilization of Interpretative Phenomenological Analysis, three (3) superordinate themes were
generated: (1) challenges encountered which delves to the emotional, supportive and financial encounters of the
participants; (2) experiences of growing up in a single parent household which pertains to the new responsibilities
alongside with the bullying and social challenges faced by the participants; and, (3) emotional well-being which covers
the participants’ emotional struggles, negative outlook on personal future and their hopes for future family life.
Keywords: single-parent household, senior high school students, lived experiences

Introduction
The issue of the experiences of children in single-parent households received a great deal of attention in understanding family structures
for child development. Numerous studies explored the psychological, social, and academic outcomes of children growing up in single
parent households and highlighted the challenges they faced (Emmen et al., 2021). There were many factors why families led to having
single parents such as divorce, death, separation, cheating, or personal choice. Such households presented unique circumstances that
could have significant implications for children's experiences, including their academic achievements, social interaction, and overall
emotional well-being (De Castro, 2023).
Single-parent households increased and became commonplace around the world. Today, nearly 24 million children in the United States
lived in single-parent households. This number had been increasing for half a century, and affected about one in three children across
the United States. This increase was driven by several long-term demographic trends, including late marriage, declining marriage rates,
rising divorce rates, and increasing numbers of children born to unmarried mothers (Casey, 2022). Despite the increasing number of
single-parent households, there was a notable gap in the literature regarding the experiences of students from these households. While
some studies explored the general effects of single parenthood on children's outcomes and focused on the cause of being in a single
parent household and few specifically examined the unique challenges and opportunities faced by students from single-parent
households from most of what the researcher read in various literature and articles related to this study (Malima et al., n.d.).
Single-parent households increased and became common globally. According to a study by Casey (2022), there were 101.3 million
single parents around the world. Additionally, the average single parent rate was 7%, less than one-third of the overall rate in the United
States. In the Philippines, single-parent households had also become common. According to De Castro (2023), the number of single
parents in the Philippines was currently estimated at 14 to 15 million. The structure of the traditional Filipino family, one that consisted
of a mother, father, and children, had evolved significantly in recent decades. The number of children growing up in single-parent
households was increasing.
A single-parent family was defined as a family in which one parent, either a mother or father, lived, was supposed to take care of their
child, and was responsible for raising their child. These kinds of households often faced various challenges and problems compared to
a normal household that consisted of two parents. The problems ranged from financial constraints, limited time for parenting, and a
potential lack of emotional support for children (Kramer, 2019).
Understanding the experiences of students from single-parent households was essential for several reasons. Children growing up in
these kinds of households often faced various challenges that may have been caused by a lack of emotional support from parents. These
problems may also have led to various educational challenges such as lower academic achievement, increased dropout rates, and
reduced access to resources. Exploring these experiences could shed light on the factors influencing educational outcomes and inform
interventions to support these students (Casey, 2022).
Research Questions
When defining the term family, there were many definitions from different perspectives. Knowing so, this study aimed to explore the
experiences of students who grew up in a single-parent household. More so, this intended to identify the challenges they have
encountered alongside with their emotional well-being. By examining the unique circumstances and support system available to senior
high school students, this study aimed to explore the experiences of students in a single-parent household, specifically answering the
following questions:

Sto. Domingo et al. 1/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

1. What are the unique challenges encountered by the student growing up in a single-parent household?
2. What are the experiences of the student growing up in a single-parent household?
3. How was the emotional well-being of students in a single-parent household?
Literature Review
A global trend had been the rise in single-parent families, and it was critical to comprehend the effects this had on the kids who grew
up in these homes. The disadvantages that kids in single-parent households suffered had been addressed in several studies.
The correlation between adolescent crime rates and single-parent families was one important discovery (Kroese et al., 2021). This
implied that young people from single-parent families could need more professional advice and support to become resilient and deal
with obstacles in their life.
Another area where children in single-parent households could require extra assistance was in their academic achievement. According
to research, teenagers from single-parent households needed additional help and guidance in order to perform better academically (Yee
et al., 2017). It was important to note, nevertheless, that children living with divorced single mothers might perform better academically
when family background was not considered, whereas children living with divorced single fathers might perform worse (Zhang, 2020).
Being a single parent had advantages despite these difficulties. Children and parents who spent quality time together might develop a
unique bond that might even be stronger than in non-single-parent households (Wolf, 2019). Children in single-parent households also
frequently received assistance from their extended families or local organizations, which could significantly improve their quality of
life.
Children who lived in single-parent households might experience a variety of negative outcomes. They might face social dangers such
as material squalor, poverty, and a difficult work-life balance (Maldonado & Nieuwenhuis, 2019). Additionally, behavioral issues,
emotional disruptions, and subpar academic performance might be present in kids living in single-parent households (Adegboyega,
2018). In addition, kids who lived with a single parent might experience insecurity, loneliness, and immature behavior (Fatima et al.,
2021). The mental health of children living in single-parent households could also be negatively impacted by maternal depression
(Leung et al., 2023).
The effects on children living in single-parent households could also be influenced by factors including socioeconomic status and
family dysfunction. Bullying and other adversities might be more likely to affect children from low-income homes and those who had
experienced family dysfunction (Fraga et al., 2022).
However, it was crucial to remember that parental involvement significantly affected children's academic success and general
wellbeing. Adolescents' psychological ties to school and academic achievement had been proven to be positively impacted by positive
interactions with parents and peers (Bradley et al., 2019). Academic achievement could also be influenced by parents' involvement in
their kids' education, both at home and in the community (Single parenting and today’s family, 2019).
With this, children who grew up in a single-parent household might face difficulties, including possible repercussions on their social
and scholastic development. Children in single-parent households could, however, thrive and overcome these difficulties with the
appropriate support, direction, and involvement from parents and the community.
Methodology
Research Design
Phenomenology is a qualitative research approach that centered on exploring an individual's lived experiences within their world
(Neubauer et al., 2019). The study of the lived experiences of Senior High School students in Lucrecia R. Kasilag who had single
parents was presented using phenomenological qualitative research to see how it affected their academic achievement. Although the
experience could not be extended to a wider audience, the study could produce an important understanding of feelings and experiences.
The researcher wanted to answer the central question: "What were the lived experiences of Senior High School students in Lucrecia R.
Kasilag who has single parents?
Participants
This study involved nine (9) respondents from grade 11 and grade 12 students currently enrolled in Lucrecia R. Kasilag Senior High
School for the School Year 2023-2024. The respondents were chosen regardless of their strand or age but had to fit with the purpose
of the study to explore the lived experiences of students in a single-parent household. The respondents had to be living in a single-
parent household for at least two years.
Instrument
Profile Survey Sheet
The researchers used a profile survey sheet to obtain the profile of the participants. Profile survey was a survey comprised of questions

Sto. Domingo et al. 2/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

that were used to determine the demographic data points of respondents specifically their highest educational attainment, school they
attended to, and type of family structure they belonged to know if they were eligible to provide the data needed in the study
(QuestionPro, n.d.).
Researcher-made Interview Protocol
The researchers also used a researcher-made interview protocol in conducting the face-to-face interview with the participants. An
interview protocol was a procedural guide for conducting an interview. It was not just a list of interview questions, it also had a
procedural level of interviewing like a script of introduction, the purpose of the research, and request of consent (Jacob S. 2012). The
interview protocol was composed of ten (10) semi-structured guide questions that correspond with the information needed to answer
the problems of the study.
Procedure
This study utilized a descriptive phenomenological approach to explore the lived experiences of students in single-parent households.
The purpose was to illuminate specific experiences to identify the phenomena that were perceived by the actors in a particular situation
(Outoshi, 2018). The following procedures show the process by which this study was conducted in three (3) stages: Initial Stage, Actual
Procedure, and Final Results.
Initial Stage
The initial stage provided the background of the study where it explained the history or background of the study, as well as the purpose
of conducting this research. The researchers then reviewed several related literatures (such as single-parent households, effects on
children living in single-parent households, factors affecting students' academic performances and social life, significance of parents'
support in children's academic performance) in order to support the study and discuss the relevance of the literature to the study. A
theoretical framework was also provided for the purpose of utilizing theories (such as social identity ecological theory) to capture the
perspectives of single-parent households.
Actual Procedure
The researchers had nine (9) participants for the interview who fitted the inclusion criteria of any age currently enrolled in Lucrecia R.
Kasilag Senior High School and had a single-parent household. Participants were recruited through face-to-face interviews and were
evaluated whether they fit the inclusion criteria or not. After the recruitment process, consent was asked from the participants to
determine whether they agreed to participate in the study and were asked to sign and read the informed consent form as a proof of
agreement. They were also informed beforehand that the entire interview was video recorded for transcription and data analysis
purposes. The signed informed consent form was comprised of the study’s purpose and the entire process of how the interview
progressed. For the interview proper, the researchers utilized the researcher-made questionnaire which was composed of ten (10) main
open-ended questions and probe questions. It started by building rapport with the participants by asking light and easy questions. From
there on, the main questions were asked subsequently until all the required data was obtained. Moreover, the participants were given
enough time to answer and analyze the questions for them to further elaborate their experiences. After the entire interview session, a
debriefing process was conducted.
Final Results
Following a verbatim transcription of the interview, the researchers proceeded to present, analyze, and interpret all the data and
information they gathered. As soon as they identified and evaluated the presentation they made in the previous chapter, the researchers
wrote their conclusion and made recommendations regarding the study's results or findings.
Ethical Considerations
This study followed the ethical guidelines established in the Belmont Report of 1979. These principles were designed to ensure that
the data collected were conducted in a proper manner and that the participants were treated with respect. An informed consent process
is a vital part of protecting autonomy. It allows researchers to provide potential participants with complete disclosure about the study's
nature, risks, benefits, and alternatives.
Before conducting interviews, the researcher obtained written consent from each participant to ensure that they are aware of the nature
of the study and its purpose. This consent form included all of the necessary information about the study, such as the expected benefits,
the risks involved, and the alternatives to participating. This document describes the procedures that are in place to ensure that the data
collected from the study is protected from unauthorized access and disclosure. The researcher also ensures that the data is not linked
to the identity of the participants. It clearly states who will be responsible for contacting the individuals about the study and their rights.
After reading the consent, the participants were provided with an opportunity to ask questions. The goal of this process was to ensure
that the participants were not coerced into participating.

Sto. Domingo et al. 3/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

Results and Discussion

Table 1. Emergent Themes
Superordinate Themes Subordinate Themes
1.1 Emotional and Supportive Challenges
1.1.1 Lack of affection
1.1.2 Limited Help from Family Members
1.1.3 Isolation and Lack of Understanding
Challenges Encountered 1.2 Financial Challenges
1.2.1 Financial Hardships
1.2.2 Challenges of Having a Single Parent
1.2.3 Role of Being a Provider
1.2.4 Limited Financial Support for Personal Needs
2.1 New Responsibilities
2.1.1 Taking on Parental Roles
Experiences of Growing Up in a Single-Parent Household
2.2 Bullying and Social Challenges
2.2.1 Experiences of Bullying
3.1 Emotional Struggles
3.1.1 Feeling of Envy
3.2 Negative Outlook on Personal Future
3.2.1 Depression and Lack of Motivation
Emotional Well-Being
3.2.2 Concerns About Achieving Future Dreams
3.3 Hopes for Future Family Life
3.3.1 Desire for a Complete Family
3.3.2 Intent to Make Wise Relationship Choices

Theme 1: Challenges Encountered

1.1 Emotional and Supportive Challenges
1.1.1 Lack of affection
Participants expressed feelings of emotional neglect, often attributing this to the physical absence of one parent. For example, one
respondent noted,
“ahmm.. parang normal lang siya, kasi yung mama ko is ofw. Siguro yung oras tsaka yung, yung quality time, yung affection kase
hindi ko nakalakihan yung mama ko. Hmm, parang yung kase ano pag buo yung pamilya mo laging pwede mong mayakap tas ganyan,
pero pag single yung parent laging wala kase kailangan mag work.” (P6)
According to Marici et al. (2023), while paternal rejection was related to guilt, abuse was associated with both shame and guilt. How
children and teenagers viewed themselves in relation to others was influenced by the environments in which they grew up. Similarly,
Villarreal (2023) indicated a period of child development in which many parents relied more on boundaries to minimize risks from
risky behaviors and negative consequences. Parents who expressed stress negatively when communicating with their adolescent(s)
increasingly reflected negative communication patterns. Respectful support created an environment where warmth and affection were
welcomed and celebrated. Parenting trends were changing.
1.1.2 Limited Help from Family Members
Many respondents shared experiences of reduced familial support, especially in academic and domestic realms, after the separation of
their parents or the migration of one parent.
"Siguro nung lumipat kame dito sa quezon city is ahmm.. Wala na masyadong nakaalalay although andyan naman yung mga ate ko,
kase busy din naman sila sa pag aaral nila. Yung sa pag gawa ng mga projects, yung mga pag tulong sa mga gagawin namin is salo
ko na talaga kumbaga hindi na, wala nang aasahan kase nga wala nang tutulong." (P7)
McCarthy et al. (2023) mentioned that when their relative had been originally diagnosed and placed in an institution, the participants
felt their hope had been initially undermined. The burden of being a carer and certain mental health providers’ poor communication
techniques had significantly lowered hope.
However, Dias et al. (2022) stated that receiving social support from family members and teachers, along with having had a friend or
family member with Special Educational Needs (SEN), was linked to more positive behavioral and emotional attitudes toward peers
who had been identified as having SEN.

Sto. Domingo et al. 4/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

1.1.3 Isolation and Lack of Understanding

Feelings of isolation were common among participants. One shared,
“parang growing up parang ano.. parang wala.. parang lumalaki ako na walang.. iniisip ko na wala akong kakampi, wala akong
mapag sasabihan. Kung may pag sasabihan man ako, gagamitin nila yon against sayo.. sakin.” (P4)
Halverson (2024) stated that losing supportive relationships with friends and family members could result from an unwillingness to
engage in social activities. While social media relationships could help reduce feelings of loneliness, they could not replace in-person
interaction and presence. In addition, a study showed that isolated and lonely people experienced a lack of control, but teachers had
little understanding of the kind of pedagogy that could help students deal with these feelings (Rippé et al., 2021).
1.2 Financial Challenges
1.2.1 Financial Hardships
The financial burden on single-parent families was a significant concern for participants.
"mahirap as in mahirap kase tulad syempre tulad niyan wala na kong tatay.. wala ng sumusuporta tas si... mama din single parent,
ako din single parent diba... eh ngayon parang bumubuhay lang din sa’kin si.. Mama sa.. lalo na sa gastusin ganyan.. mahirap talaga.”
(P9)
Furthermore, financial hardship created a stressful situation for single mothers, who might not have had enough income to maintain
their current standard of living, had limited savings, and might have needed to find a second job to make ends meet. Financial well-
being was a major concern for single mothers. Because it affected not only their quality of life but also their child’s quality of life, this
was because they might have been exposed to financial difficulties and pressures, which could have reduced their level of economic
well-being (Md Nor et al., 2018). Also, the gendered nature of single parenthood was clear. Single mothers bore the brunt of the burden
of raising children alone, making up the highest proportion of single-parent households at 85%. Because most single mothers
shouldered the responsibility of raising their children alone, the consequences had profound implications for their finances, social lives,
and mental health (Affandy, 2023). It had also consistently been shown that single mothers experienced financial vulnerability
compared to the general population (Nor, 2022).
1.2.2 Challenges of Having a Single Parent
The longing for a complete parental unit was a poignant theme, with respondents expressing how the absence of one parent made life
more difficult.
"Ano po importante po na ano buo po kayo kumpleto kasi hindi magiging mahirap kung mararanasan ko or ng ganitong klaseng bagay
kung andun yung magulang na gumagabay." (P3)
In findings of another study, everyone who got married and became a parent either wanted or wanted their marriage to end and become
a single parent. They certainly wanted to have a full-fledged family, which everyone dreamed of. But sometimes fate had a different
will. These ideal conditions could not be maintained forever or realized. Many parents had specific circumstances that required them
to care for, raise, and educate their children independently (Listiana, 2021).
Similarly, single-parent families were not always the result of family breakdown, but given the rapid cultural changes in society, they
might have been a choice. Possible reasons for an incomplete family structure might have included the death of a parent, divorce or
separation of parents, unmarried biological parent, or unmarried adoptive parent (Sangeet & Singh, 2022). In addition, the impact of
single parenthood on a child’s development could have been good or bad. But despite the impact single parenting could have had on
children, they could grow up to be happy, successful, and well-adjusted individuals. With special care, single parents could raise
successful children with excellent overall development in their social and emotional lives (Kelkar & Kapure, 2022).
1.2.3 Role of Being a Provider
Older siblings often had to take on financial responsibilities, particularly in the absence of the father.
"consider na lahat po gagawin ko po para di po sila papabayaan kasi kasi po nangako din po ako kay papa na kapag wala po sya ako
po yung bahala sa kanila." (P3)
In addition, the role of older siblings as providers of sibling networks. Older siblings were described as potential caregivers, mentors,
and sources of support for younger siblings, nephews, and nieces. They were seen as influential figures in the ‘potential kinship matrix’,
facilitating the creation of family relationships and engaging in various forms of support, including financial and practical support
(Budginaitė-Mačkinė & Juozeliūnienė, 2023).
In addition, in such families, older siblings took on the role of caring for their younger siblings. Taking on a parenting role unprepared
and unsupported placed additional emotional stress on the head of the household and negatively impacted future success (Ntuli, 2020).

Sto. Domingo et al. 5/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

1.2.4 Limited Financial Support for Personal Needs

Many respondents discussed the difficulties in meeting personal needs and desires, highlighting the financial limitations of their
households.
"ang hirap po mag ano mag hingi ng needs and wants mo po sa ano.. sobra.. lalo na po kung adult kana rin and wala kana naman po
work kahit graduating kana man po... Unlike sa.... dalawa po yung magulang mas parang.... lalo na kung okay... mas parang nabibigay
yung needs nila." (P5)
Another study said, single-parent families were at higher risk of experiencing financial hardship, which could impact their
psychological well-being. Participants described issues of food and fuel shortages and the need to make sacrifices to meet children’s
basic needs. In some cases, participants were left without food and struggled to survive to pay the bill (Stack & Meredith, 2018).
Moreover, financial insecurity was often a top priority for single parents as they had to juggle childcare responsibilities while managing
family finances on one income. Studies showed that single-parent families were at higher risk for poverty and might have struggled to
provide their children with basic needs such as housing, food, and health care (Echave Rees, 2023).
Theme 2: Experiences of Growing Up in a Single-Parent Household
2.1 New Responsibilities
2.1.1 Taking on Parental Roles
The eldest children often had to assume significant responsibilities, managing household tasks and caring for younger siblings.
"ako po yung panganay eh so tatlo kaming magkapatid ako yung panganay edi yung bali yung responsibilidad ng nanay ko talagang
saakin na ano like that ako po yung gumagawa ng dapat na sya po yung gumagawa ganon yung gaya nang ano kunwari sa paglalaba
yung pagluluto nagtyatyaga sa pag-aasikaso saamin na dapat sya yung ano tsaka yung responsibilidad nya eh ako na eh para saakin
para ako narin yung parang nagtatayong na ano magulang sa kapatid ko." (P3)
Usually, growing up in a single-parent household tended to make children get used to taking responsibilities and making a contribution
to the operations in the family. As they understood the significance of sharing responsibility and many showed to enjoy their tasks and
contributions (Brennan, n.d.). Students often avoided adding to the burden their single parents had to carry. Naturally, they did more
things independently to show others that they could do things on their own (Mahmood, 2023).
2.2 Bullying and Social Challenges
2.2.1 Experiences of Bullying
Participants shared painful experiences of being bullied due to their family situation.
"pag nabubully ako ahh! Or yung di kaya sasabihan ka nila na ahh! Ikaw nga wala kang tatay eh! Eh ikaw nga ano eh! Tawag nito
wala kang kinikilalang tatay mo parang ganon tawag nito sa tuwing naririnig ko na ganon syempre masakit din yun tas parang ayun
dumadagdag yun sa ano sa emotions ko ayun nalulungkot ganon tas lagi kong hinahanap yung presensya ng tatay ko." (P1)
One discovery said that adolescents living with just one parent were bullied more than those with two parents, even after considering
other factors like social and economic background, indicated that a wider social disadvantage could have been a possible reason
(Låftman, et al., 2017). In addition, children raised by a single parent experienced situation such as becoming victims of unhealthy
relationships, engaging in social vices, and even becoming addicted to social media because of the effects of behavioral issues and
challenges with their parents. They often felt less cared for, neglected, or not welcomed unlike the other children (Perera, 2021).
Theme 3: Emotional Well-Being
3.1 Emotional Struggles
3.1.1 Feeling of Envy
A common emotional response among the participants was envy towards peers from two-parent families, especially during public
family gatherings.
"nung family day nung elementary, pag nakikita ko yung mga kaklase kong kasama yung papa at mama nila ganon tas ako wala or
yung relatives ko lang yung present or yung ate ko." (P6)
In comparison to peers in better situations, children from single-parent households might have felt lesser and envious, especially when
there was a large gap in wealth (Fu, 2023). Moreover, most students were hiding the fact that they were being raised by a single parent.
A few students also felt inferior to their peers because their single parents struggled to meet the necessities asked by the school (Perera,
2021).

Sto. Domingo et al. 6/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

3.2 Negative Outlook on Personal Future

3.2.1 Depression and Lack of Motivation
The stress and sadness from their family circumstances often led to depression and a lack of motivation, particularly affecting their
academic performance.
"nung mga fewww few years na nakaraan taon naka apekto sya saakin kasi ano nag parang ano sobrang nadepress ako or or parang
ano sobrang lungkot ko dahil nga yun parang wala wala yung papa namin sa tabi namin kasi parang naaawa ako sa mama ko sya
lang kasi yung bumubuhay saamin and nahihirapan sya ganon." (P2)
Additionally, according to Washington, et al. (2022), college students all faced different challenges to completing schoolwork while
balancing work, school, and personal life. Students from single-parent households and students from dual-parent households faced
challenges that impacted their mental health differently. Likewise, there was a difference between the single and two-parent students
according to the mean of educational attainment, depression, anxiety, stress, and shyness, but there was no significant difference
between them in terms of anxiety and aggression. The research findings indicated that the absence of each parent had a negative effect
on the children's mental health and educational attainment (Aminian et al., 2018).
3.2.2 Concerns About Achieving Future Dreams
Participants expressed concerns about their ability to achieve their aspirations due to the financial and emotional strains of growing up
in a single-parent family.
"since single parent nga po yung mama ko parang nahihirapan po ako mag look forward kung.. kakayanin ko bang maabot tong
dreams.. dreams ko na isa lang po siya sa nag pro provide.. parang ang hirap po.. ang hirap po na mag look forward na maabot ko
pa kaya to soon." (P8)
According to Shipley (2020), parental involvement had a major impact on a student’s educational success, children from two parent
families tended to have greater academic achievement and more years of schooling than children of single parent homes. Students
expressed that the expectations of their parent, communication about school, and encouragement received from the influence outside
of the home were the major factors in their educational success. In another study, the grade point averages of the students in two-parent
households were significantly higher than the grade point averages of the students in single-parent households. The household
composition did have an impact on student academic achievement (Ficco, 2017). Moreover, single parenthood had been predicted as
one of the causes of poor academic performance among school students. Most studies in Western countries reported that children of
single-mother and single-father families performed academically lower than children of two-parent families (Mahmood, etal., 2023).
3.3 Hopes for Future Family Life
3.3.1 Desire for a Complete Family
Reflecting on their experiences, many participants expressed a strong desire to create a complete and happy family of their own in the
future.
"syempre wala akong tatay so parang gusto ko rin na, sa anak ko na ganun na.. uy gusto ko buo kami kase naranasan ko yung past ko
dati ganun yung gusto ko yung happy family." (P9).
Supporting the claims of participants, according to Boyer-Pennington et al. (2018), students from intact homes had more favorable
expectations about the quality of their future marriage than students from single- and multiple-divorce homes. Students from multiple-
divorce homes reported significantly higher amounts of relationship control than students from other backgrounds. Moreover, society
continued to see children raised by a single-parent as problematic and a threat to social order. It added more to their desire for a complete
family (Mahmood, 2023).
Society still viewed children raised in single-parent homes as problematic and a threat to social order. They were viewed as exhibiting
more negative behaviors than children from two-parent homes (Perera, 2021).
3.3.2 Intent to Make Wise Relationship Choices
Participants emphasized the importance of making prudent choices in relationships to avoid the hardships they faced.
"siguro kailangan mas maging ahh.. gamitin mo yung isip kase pag sa relasyon pag nag padalos dalos ka and sabihin na natin na
nakabuo kayo, pwedeng pag hindi pa handa yung lalaki at pwede ka niyang iwan then mapupunta sayo lahat ng responsibilities. So,
kailangan prepared mo mentally ano, financially, and physically prepared ka sa relasyon at sa pag papamilya." (P6)
In addition, a study found children whose parents had divorced might have been less comfortable with closeness, more avoidant of
others, and had less secure attachment styles than those who did not experience a divorce (Cullen, 2021). In modern society, individuals'
emotional health was significantly impacted by the interplay of attachment relationships, self-esteem, and psychological maturity
within romantic relationships. The refusal type of attachment relationship, the medium level of self-esteem, and a lower level of coping

Sto. Domingo et al. 7/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

with love stress, caring, and interest in love psychological maturity, and their views on love and marriage showed doubts and anxiety
about the stability and commitment of a love relationship. However, some of them might have been able to make more sophisticated
personal options due to their growth processes, which affected the shaping of their perspectives on marriage and love (Huang et al.,
2024).
Conclusions
In this study, the researchers presented the challenges and experiences of individuals growing up in single-parent households. They
primarily shared their viewpoints about the emotional, supportive, and financial challenges they encountered, as well as the impact
these experiences had on their personal development and future aspirations. Consequently, after assessing these experiences, they
learned the complexities and implications of growing up in a single-parent family.
The participants represented the individuals who have navigated significant challenges and demonstrate resilience and adaptability in
their circumstances. Based on the above-mentioned findings, the following conclusions were drawn:
Participants faced emotional and supportive challenges, including a lack of affection, limited help from family members, and feelings
of isolation. The absence of one parent often led to emotional neglect and a lack of understanding from others. Despite these challenges,
they highlighted the importance of respectful support and the evolving nature of parenting trends.
Financial challenges were the significant concern for participants, with many experiencing financial hardships and the burden of being
a provider. The absence of one parent often necessitated older siblings taking on financial responsibilities and highlighted the limited
financial support for personal needs. These challenges underscored the importance of financial well-being and the gendered nature of
single parenthood.
Participants expressed new responsibilities, such as taking on parental roles and managing household tasks. They also faced social
challenges, including experiences of bullying due to their family situation. These responsibilities and social challenges shaped their
development and coping mechanisms, demonstrating their resilience and adaptability.
The study’s central findings shed insight into the emotional well-being and future aspirations of individuals from single-parent
households. The values and inputs provided represent the initial step in progressing the understanding of this phenomenon. It has
undeniably made a significant contribution to developing action plans that will help support individuals in similar situations, whether
it is addressing the root causes of these challenges or empowering people to seek and provide support.
As researchers continue to explore the dynamics of single-parent households, educators and other professionals in this field could
produce more accurate and up-to-date information that will serve as the foundation for future research. To educate and enlighten the
masses with reliable sources of information and the importance of supportive and inclusive environments. It also highlights the value
of addressing the specific emotional struggles and social challenges faced by individuals from single-parent families.
As the field progresses, related professionals may open themselves to discussing social issues and finding ways or solutions for them.
Hence, now is the time to enhance traditional approaches, educate, and pursue research in the psychological aspect and actuate on it.
Unless experts in the field address the problems brought about by today’s world order, it is impossible to discuss achieving sustainable,
holistic health among individuals and society.
References
Adegboyega, L. (2019) Single Parenting and Emotional Development of Primary School Students as Viewed by Nigerian Primary
School Teachers. Mimbar Sekolah Dasar, 6(11), 116-125. https://files.eric.ed.gov/fulltext/EJ1265819.pdf
Affandy, A. H. (2023). Single mothers: financial challenges and experiences in Brunei-Muara district. Southeast Asia: A
Multidisciplinary Journal, 23(2), 83-94.
https://www.researchgate.net/publication/370520457_Single_mothers_financial_challenges_and_experiences_in_Brunei-
Muara_district
Agnafors, S., Bladh, M., Svedin, C.G., & Sydsjo. G., (2019). Mental health in young mothers, single mothers and their children. BMC
Alhazmi, A. & Kaufmann, A. (2022). Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in
Novel Educational Social Contexts. Front. Psychol. 13. https://doi.org/10.3389/fpsyg.2022.785134
Bago, B., & One, K., (2022). Effect of Single Parenthood in Students’ Academic Performance; A Case of Selected Secondary Schools
in Bitereko Sub County Mitooma District. 7. 216-226.
https://www.researchgate.net/publication/365802031_Effect_of_Single_Parenthood_in_Students%27_Academic_Performance_A_C
ase_of_Selected_Secondary_Schools_in_Bitereko_Sub_County_Mitooma_District
Bashir, A., Tariq, A., Khan, A., Ali, I., & Azman, A. (2023). The challenges and coping strategies of single mothers caring for children
with special needs: Experiences from Kashmir, India. Asian Social Work and Policy Review, 17(1), 15-26.
https://doi.org/10.1111/aswp.12265
Sto. Domingo et al. 8/12
Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

Bhasin, H. (2023). Face-to-Face Interviews – Process and Tips. Marketing91. https://www.marketing91.com/face-to-face-interviewing

Bradley, G.L., Ferguson, S., & Zimmer-Gembeck, M.J. (2021). Parental support, Peer support and school connectedness as foundations
for students’ engagement and academic achievement in Australian Youth. Handbook of Positive Youth Development: Advancing
Research, Policy, and Practice in Global Contexts, 219-236
Brennan D. (n.d.). How Does Single Parenting Affect a Child?. MedicineNet.
https://www.medicinenet.com/how_does_single_parenting_affect_a_child/article.htm
Budginaitė-Mačkinė, I., & Juozeliūnienė, I. E. (2023). Siblings as overlooked potential for care and support across households and
borders. Social inclusion, 11(1), 234-245. DOI: 10.17645/si.v11i1.6062
Callaghan, M.A. Watchiba, D. Purkey, E. Davison, C.M. Aldersey, H.M. Bartels, S.A. (2021) “I Don’t Know Where I Have to Knock
for Support”: A Mixed-Methods Study on Perceptions and Experiences of Single Mothers Raising Children in the Democratic Republic
of Congo. Int. J. Environ. Res. Public Health, 18, 10399. https://doi.org/10.3390/ijerph181910399
Casey, A, (2022). Child Well-Being in Single-Parent Families. The ANNIE E. CASEY FOUNDATION.
https://www.aecf.org/blog/child-well-being-in-single-parent-families#:~:text
Covarrubias, R., Valle, I., Laiduc, G., & Azmitia, M. (2019). “You never become fully independent”: Family roles and independence
in first-generation college students. Journal of Adolescent Research, 34(4), 381-410.
De Castro, M. (2023, March 7). NayTay, PhilStar Global. https://www.philstar.com/business/2023/03/07/2249742/naytay
DELVE (n.d.). What is Interpretative Phenomenological Analysis (IPA)? https://delvetool.com/blog/interpretive-phenomenological-
analysis#:~:text=Interpretive%20Phenomenological%20Analysis%20(IPA)%20is,of%20what%20happens%20to%20them.
Denckla, C. A., Cicchetti, D., Kubzansky, L. D., Seedat, S., Teicher, M. H., Williams, D. R., & Koenen, K. C. (2020). Psychological
resilience: an update on definitions, a critical appraisal, and research recommendations. European Journal of Psychotraumatology,
11(1), 1822064. https://doi.org/10.1080/20008198.2020.1822064
Dias, P., et al., (2022). Predictors of Adolescents’ Attitudes Towards the Inclusion of Peers with Special Educational Needs.
International Journal of Disability, Development and Education, 69(5), 1658–1667. https://doi.org/10.1080/1034912X.2020.1822517
Echave Rees, S., Necsoi Beeber, S., Sampson, R., & Pickett Lietz, J. (2023). Empowering Single Parents: Navigating Socio-Economic
Challenges and Fostering Resilience in Family Well-being. Law and Economics, 17(2), 131-150.
https://www.researchgate.net/publication/375984059_Empowering_Single_Parents_Navigating_Socio-
Economic_Challenges_and_Fostering_Resilience_in_Family_Well-being
Emmen, R. A., Malda, M., Mesman, J., van Ijzendoorn, M. H., Prevoo, M. J., & Yeniad, N. (2021). Mental health of children of single
parents: A systematic review. Trauma, Violence, & Abuse, 22(1), 113-130. https://research.manchester.ac.uk/files/146384610/
Fatima S, Bashir M, Khan K, Farooq S, Shoaib S, Farhan S. (2021) Effect of presence and absence of parents on the emotional maturity
and perceived loneliness in adolescents. J Mind Med Sci. 2021; 8(2):259-266. DOI: 10.22543/7674.82. P259266
Faulconer, S.C.M. Hveem, M.R. Dufur, M. J. (2022) Gendered Associations between Single Parenthood and Child Behavior Problems
in the United Kingdom. Int. J. Environ. Res. Public Health, 19, 16726. https://doi.org/10.3390/ijerph192416726
Felisilda, M.M. A., & Torreon, L.C. (2020). Effects of Broken Family on Pupils' behavioral Development and Academic Success.
International Journal of ResearchGRANTHAALAYAH, 8(10), 216-223
Fraga, S., Soares, S., Peres, F., & Barros, H., (2022) Household Dysfunction Is Associated With Bullying Behaviour in 10-year-old
Children: Do Socioeconomic Circumstances Matter? J interpers Violence. (15-16).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9326806/
Fu, Y. (2023). The Impact of Single-parent Families on Children’s Externalizing Behaviour. SHS Web of Conferences 180.
https://doi.org/10.1051/shsconf/202318002013.
Gupta, A., & Kashyap, S. (2020). Growing up in a Single Parent Family; A Determining factor of Adolescent's Well-being. Advanced
Journal of Social Science, 7(1), 138-144
Halverson, C. M. (2024). Loneliness and social isolation: Physical symptoms leading to the erosion of a support network. In
Symptomatic (pp. 145-149). Elsevier. https://doi.org/10.1016/B978-0-323-95082-4.00031-1
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of
qualitative research. The Qualitative Report, 17(T&L Art, 6), 1-10. Retrieved from http://www.nova.edu/ssss/QR/QR17/jacob.pdf
Jarvis, J. A., Otero, C., Poff, J. M., Dufur, M. J., & Pribesh, S. L. (2023). Family structure and child behavior in the United Kingdom.

Sto. Domingo et al. 9/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

Journal of Child and Family Studies, 32(1), 160-179. https://doi.org/10.1007/s10826-021-02159-z

Kelkar, S., & Kapure, R. (2022). A qualitative analysis of relationship management of young adults belonging to single parent families
with mother as primary caregiver. Indian Journal of Social Sciences and Literature Studies, 8(1), 332.
https://www.researchgate.net/publication/359937486_A_qualitative_analysis_of_relationship_management_of_young_adults_belong
ing_to_single_parent_families_with_mother_as_primary_caregiver
Kivunja, C. (2018). Distinguishing between theory, theoretical framework, and conceptual framework: A systematic review of lessons
from the field. International journal of higher education, 7(6), 44-53.
Kramer, S, (2019). U.S. has world’s highest rate of children living in single-parent households. Pew Research Center.
https://www.pewresearch.org/short-reads/2019/12/12/u-s-children-more-likely-than-children-in-other-countries-to-live-with-just-one-
parent/
Kroese, J., Bernasco, W., Liefbroer, A. C., & Rouwendal, J. (2021). Growing up in single-parent families and the criminal involvement
of adolescents: a systematic review. Psychology, Crime & Law, 27(1), 61-75.
Låftman, S., Fransson, E., Modin, B. and Östberg, V. (2017), National data study showed that adolescents living in poorer households
and with one parent were more likely to be bullied. Acta Paediatr, 106: 2048-2054. https://doi.org/10.1111/apa.13997
Langdridge, D. (2007). Phenomenological psychology: Theory, research and method. Pearson education.
Lawrence, K. C., & Adebowale, T. A. (2023). Adolescence dropout risk predictors: Family structure, mental health, and self‐esteem.
Journal of Community Psychology, 51(1), 120-136.
Leung, J. T. Y. Shek, D.T.L. To, S.-M. Ngai, S.-W. (2023) Maternal Distress and Adolescent Mental Health in Poor Chinese Single-
Mother Families: Filial Responsibilities—Risks or Buffers? Int. J. Environ. Res. Public Health, 20, 5363.
https://doi.org/10.3390/ijerph20075363
Listiana, A. (2021). The Single Parent’s Parenting Style. In 5th International Conference on Early Childhood Education (ICECE 2020)
(pp. 140-143). Atlantis Press. https://www.researchgate.net/publication/350593288_The_Single_Parent’s_Parenting_Style
Magulod Jr, G (2019). Learning styles, study habits and academic performance of Filipino university students in applied science course:
Implications & instruction. Journal of Technology and Science Education, 9(2), 184-198.
https://upcommons.upc.edu/handle/2117/134350
Mahmood, S. R. S., & Sangeetha, N. (2023). Students From Single-Parent Households: Their Issues & Challenges. Asian Social Work
Journal, 8(4), e00252-e00252.
Maldonado, L. C., & Nieuwenhuis, R. (2015). Family policies and single parent poverty in 18 OECD countries, 1978–2008.
Community, Work & Family, 18(4), 395–415
Malima, J., Akech, P., (n.d.). The Effect of Single Parenting on Students’ Academic Performance in Secondary Schools in Arusha City,
Tanzania, Munich, GRIN Verlag, https://www.grin.com/document/370979
Marici, M. et al., (2023, June). Is rejection, parental abandonment or neglect a trigger for higher perceived shame and guilt in
adolescents?. In Healthcare (Vol. 11, No. 12, p. 1724). MDPI. https://doi.org/10.3390/healthcare11121724
McCarthy, J. et al., (2023). Family members’ perspectives of hope when supporting a relative experiencing mental health problems.
International Journal of Mental Health Nursing, 32(5), 1405-1415. https://doi.org/10.1111/inm.13185
Md Nor, Z., Abu Hasan, I. S., Omar, B., N Vellymalay, S. K., & Omar, A. (2018). Financial wellbeing of single mothers in Penang:
The sole breadwinner. Management & Accounting Review (MAR), 17(1), 47-62.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=FINANCIAL+WELLBEING+OF+SINGLE+MOTHERS+IN+PENA
NG%3A+THE+SOLE+BREADWINNER&btnG=#d=gs_qabs&t=1714363516366&u=%23p%3DpOSL4mC1GMsJ .
Meng X, Ruojin L, Yiduo Y, (2021) Acta Psychologica Sinica, 2021, 53(1): 67-80 doi: 10.3724/SP.J.1041.2021.00067
Mihas, P. (2019). Learn to Conduct a Phenomenological Analysis With Interview Data From the Southern Oral History Program.
SAGE Publications, Ltd. https://doi.org/10.4135/978152649476
Muller, C., & Kerbow, D. (2018). Parent Involvement in the home, school, and community. In Parents, their Children, and schools (pp.
13-42). Routledge
Neubauer BE, Witkop CT, Varpio L. How phenomenology can help us learn from the experiences of others. Perspect Med Educ. 2019
Apr;8(2):90-97. Doi: 10.1007/s40037-019-0509-2. PMID: 30953335; PMCID: PMC6468135.
Nikolopoulou, K. (2023, June 22). What Is Content Validity? | Definition & Examples. Scribbr. Retrieved June 26, 2023, from

Sto. Domingo et al. 10/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

https://www.scribbr.com/methodology/content-validity/
Nor, Z. M. (2022). Precarious employment amongst low income single mothers in Malaysia: The implications on family wellbeing. In
E3S Web of Conferences (Vol. 339, p. 06009). EDP Sciences.
https://www.researchgate.net/publication/367811632_Precarious_Employment_amongst_Low_Income_Single_Mothers_in_Malaysi
a_The_Implications_on_Family_Wellbeing
Ntuli, B., Sebola, E., & Madiba, S. (2020, August). Responding to maternal loss: A phenomenological study of older orphans in youth-
headed households in impoverished areas of South Africa. In Healthcare (Vol. 8, No. 3, p. 259). MDPI.
Palinkas, L.A., Horwitz, S.M., Green, C.A. et al. Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method
Implementation Research. Adm Policy Ment Health 42, 533–544 (2015). https://doi.org/10.1007/s10488-013-0528-y
Park, C. L., Kubzansky, L. D., Chafouleas, S. M., Davidson, R. J., Keltner, D., Parsafar, P., & Wang, K. H. (2023). Emotional well-
being: What it is and why it matters. Affective Science, 4(1), 10-20. http://dx.doi.org/10.1007/s42761-022-00163-0
Perera, L. I. S. (2021). Issues and Challenges that Students from Single-Parent Households Face in Their Academic Performance at
Senior Secondary Level. SLIIT Journal of Humanities and Sciences, 2(1). Psychiatry, 19(112), 1-7. Retrieved from:
http://doi.org/10.1186/s12888-019-2082-y .
QuestionPro. (n.d.). Profile Survey + Sample Questionnaire Template. Retrieved from https://www.questionpro.com/survey-
templates/profile-survey/
QuestionPro. (n.d.). Thematic Analysis: What it is and How to Do It. https://www.questionpro.com/blog/thematic-analysis
QuestioxnPro. (n.d.). Surveys: What They Are, Characteristics & Examples https://www.questionpro.com/blog/surveys/
Qutoshi, S. B. (2018). Phenomenology: A philosophy and method of inquiry. Journal of Education and Educational Development, 5(1),
215-222. https://www.semanticscholar.org/paper/Phenomenology%3A-A-Philosophy-and-Method-of-Inquiry-
Qutoshi/05cde230d8d8ec78919d52d2d5252d7238ec2f1a
Raja, D., (2020). Advantages and Disadvantages of single parenting. Retrieved from:
https://www.momjunction.com/articles/advantages-anddisadvantages-of-single-parenting_00372990/ .
Rippé, C. et al., (2021). Pandemic Pedagogy for the New Normal: Fostering Perceived Control During COVID-19. Journal of
Marketing Education, 43(2), 260-276. https://doi.org/10.1177/0273475320987287
Rubamande, N., & Mukadi M. (2021) Factors Enhancing Positive Performance of Students from Single Parents at Alfagems Secondary
School. Open Journal of Social Sciences 9(9), 185-192. https://www.scirp.org/journal/paperinformation.aspx?paperid=111755
Sangeet, O., & Singh, S. (2022). Experiences of single-parent children in the current Indian context. Journal of Family Medicine and
Primary Care, 11(7), 3790-3794. https://www.researchgate.net/publication/362396610_Experiences_of_single-
parent_children_in_the_current_Indian_context
Single parenting and today’s family. (2019). American Psychological Association. https://www.apa.org/topics/parenting/single-parent
Stack, R. J., & Meredith, A. (2018). The impact of financial hardship on single parents: An exploration of the journey from social
distress to seeking help. Journal of family and economic issues, 39, 233-242. https://link.springer.com/article/10.1007/s10834-017-
9551-6
Tadese, M., Yeshaneh, A. & Mulu, G.B. (2022). Determinants of good academic performance among university students in Ethiopia:
a cross-sectional study. BMC Med Educ 22, 395. https://doi.org/10.1186/s12909-022-03461-0
The Belmont Report: three Principles for Ethical Research. Available from: https://www.msalganik.wordpress.com/2014/07/29/the-
belmont-report-three-principles-for-ethical-research. [Last accessed on 2024 Feb 26].
Usakli, H. (2018). Behavioral Tendencies of Single Parent Students. Online Submission, 1, 21-27.
http://dx.doi.org/10.26697/ijsa.2018.1-2.03
Wolf, J., (2019, November 12). The Positive Effects of Single Parenting on Kids. Verywell Family. Retrieved June 29, 2023, from
https://www.verywellfamily.com/positive-effects-of-single-parenting-2997390
Yee, N. Y., & Sulaiman, W. S. W. (2017). Resilience as mediator in the relationship between family functioning and depression among
adolescents from single parent families. Akademika, 87(1), 111-122.
Zhang, C. (2020). Are children from divorced single-parent families disadvantaged? New evidence from the China family panel studies.
Chinese Sociological Review, 52(1), 84-114.

Sto. Domingo et al. 11/12

Psych Educ, 2024, 24(1): 1-12, Document ID:2024PEMJ2236, doi:10.5281/zenodo.13354096, ISSN 2822-4353
Research Article

Affiliations and Corresponding Information

Harold B. Sto. Domingo, LPT, MAEd
Lucrecia R. Kasilag Senior High School
Department of Education – Philippines
Mark Russell P. Day
Lucrecia R. Kasilag Senior High School
Department of Education – Philippines
Jerome N. Angala
Lucrecia R. Kasilag Senior High School
Department of Education – Philippines
Cheliza Elaine P. Mañalac
Lucrecia R. Kasilag Senior High School
Department of Education – Philippines
Eloisa M. Obanil
Lucrecia R. Kasilag Senior High School
Department of Education – Philippines

Sto. Domingo et al. 12/12