Abstract (English)

This qualitative study aimed to explore the educational, pedagogical, and psychological implications of family disintegration among secondary school students at Al-Ma‘ali Governmental School by examining their lived experiences within the school context. A qualitative case study design was employed, utilizing data triangulation through semi-structured interviews with the student participant, teachers, school administration, and the school counselor, in addition to field observations and document analysis.

Data were analyzed using thematic analysis through open, axial, and selective coding, which enabled the identification of central patterns reflecting the depth of the participant’s experience. The findings revealed that family disintegration was associated with feelings of psychological insecurity, guilt, diminished trust in others, social rejection, and school bullying, alongside psychological and emotional distress that negatively affected learning motivation and educational engagement. Conversely, the school emerged as a compensatory space providing emotional support and containment, contributing to positive adaptation and psychological resilience.
The study underscores the importance of adopting context-sensitive educational and psychological approaches and highlights the school’s critical role in supporting students affected by family instability beyond academic instruction, promoting their overall well-being and development.

Title

abdel-Ghani

Publisher

مجلة كلية التربية جامعة بنها

Publisher Country

Egypt

Indexing

Scopus

Impact Factor

None

Publication Type

Both (Printed and Online)

Volume

37

Year

2026

Pages

1-30