Shattered Foundations: A Qualitative Study on the Long-Term Psychological and Academic Effects of Divorce on Children in Jammu, India

Shattered Foundations: A Qualitative Study on the Long-Term Psychological and Academic Effects of Divorce on Children in Jammu, India | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Shattered Foundations: A Qualitative Study on the Long-Term Psychological and Academic Effects of Divorce on Children in Jammu, India ishika mahajan, Dr. Irshad Ahmad Itoo This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6755600/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Divorce is not only the dissolution of a marriage but also a traumatic disruption in a child's life, fundamentally changing their emotional, psychological, and academic life. This qualitative study explores the socio-psychological effects of divorce on school-going children in Jammu, India, through in-depth interviews with students and school psychologists. The findings reveal a disturbing pattern of emotional distress, in the form of anxiety, depression, social withdrawal, and a decline in academic performance. Most children experience difficulties in self-esteem, feelings of abandonment, and internalized guilt, and these are compounded by the ineffectiveness of support from both parents and schools, which increases their distress. Through a qualitative approach, this study portrays the lived experiences of these children, exposing the intricacies of their problems and the shortcomings of existing support systems. The study calls for an urgent need for systemic interventions, such as psychological counseling in schools, community support groups, and targeted policy reforms. Without these interventions, these children may carry the long-term consequences of divorce into their adulthood, which may impair their capacity to form healthy relationships and succeed in society. Divorce Child Trauma Emotional Resilience Academic Deterioration Psychological Support Social Policy Introduction It is one of the established facts that family values, relationship notions, various ways of living, values of individuals as well as society, family plan and structure policies have also drastically altered within last decades. Although the change appears to be ongoing, including new divorce-related laws, these changes have unfortunately brought negative side effects. Several other studies on divorce in Eastern societies indicate that divorce rates have significantly increased in recent decades. (Hetherington & Stanley-Hagan, 1999 ). The present paper in context with literature published on the topic has the aim of exploring divorced parents' roles on education of children, their effects upon their socializations etc. It must be noted here that among the main goals of the paper was also to monitor those children`s lives. At the schools, families, and among social groups, information was obtained by interviewing participants and/or closely related members. This paper investigates cruicial questions such as how their lives transformed, how did they act differently in those situations, how they understood their identities—both in terms of self-perception and how they believed others viewed them. The social life has significant role on divorced children; being part of the society, creating social belonging and identity, developing their own ideas, preparing their future to share experiences with friends at the same time. The purpose of this paper was to determine the role of education parents have and how it affects children's educational achievement. Do they understand the emotions of the children in taking the divorce decision? I also decided to research and learn more about these children whether they had any economic problems and if they had any social support from governmental institutions. Some direct statements were included from students in order to get an idea of their thinking regarding divorce and how did they think about the parents' divorce. The design of the survey conducted was prepared as to get a better idea of divorce as a phenomenon and the impact of divorce on those kids. Were children expected to make such decisions, and were they in position to determine what was best for them? Could they make sound decisions by then? As per most studies children with divorced parents show an increased rate of anti-social behavior and problems in pair-work and school assignments compared to children of whose parents were not divorced, (Najman et al., 1997). Research on the consequences of parental breakup for children's well-being has repeatedly demonstrated that children of divorced parents perform poorly on various indicators of well-being compared to children in intact families (Amato, 2001; Amato and Keith 1991 ). However, it is important to note that there is strong evidence that divorce negatively affects children in short term, but there is not enough research examining the effect on long term periods and its connection with socioeconomic outcomes. Another fact is that children from broken homes often face challenges at school as well. They don't learn, they perform poorly at school, they become aggressive towards other children, and, also they can go through depression due to their parents' faults on not showing enough care to them. Such children like being alone, they are predominantly anti-social due to low self-esteem, and also their actions are extremely disrespectful (Amato & Booth, 1997). In the context of Jammu, children are more adjusted with societal expectations, values, norms, behaviorial patterns. Socialization is a crucial aspect of their upbringing, as they feel a strong obligation to conform to societal expectations and cultural norms prevalent in Jammu society. The societal framework plays an important role in shaping their emotional resilience, adaptability, and overall psychological well-being. Methodology The research methodology used in this scientific paper is qualitative. Qualitative research is not based on statistical findings but rather interprets the responses, thus making this study essentially qualitative in nature. This method permits the exploration of children's lived experiences from divorced families in detail. Participants were recruited by purposive sampling from Jammu schools. University ethics committee gave ethical clearance, and verbal consent was elicited from both students and guardians before interviewing them. Each interview took 30–45 minutes. The research was done in Jammu, India, where divorced parents' children aged 11 to 18 years and school psychologists were interviewed to evaluate the psychological effects of divorce and the level of social support for these children. Due to the highly ingrained societal values and norms of Jammu, the research also explored how the children manage societal pressures and expectations. School psychologists were also interviewed through the same structured format used with divorced parents, permitting comparative analysis of views concerning children's social and emotional well-being. Psychologists stressed that kids are greatly affected by the actions of their parents both at the time of and after divorce. It is noted that children tend to imitate their parents' adjustment techniques and emotional reactions, crafting their own behavioral and psychological coping. The qualitative approach was especially useful in this research, as it allowed extensive information to be gathered via interviews and observations among divorced parents, their children, and at school. The research attempted to investigate the daily ordeal of these children—within their families, schools, and wider social circles. It wanted to learn how they make sense of societal prejudices and how they manage intrapsychically to deal with feelings of displacement, stigma, and emotional distress. How do they make sense of these challenges, and what coping mechanisms do they devise to overcome them? The sample included 10 children (5 boys, 5 girls) aged between 11 and 18, and 10 school psychologists (6 female, 4 male). Participants' identities were anonymized, and confidentiality was ensured throughout. This approach guarantees a sensitive examination of children's social and psychological lives in the specific sociocultural context of Jammu. But more thought is needed to establish whether this qualitative method is enough on its own. Would combining qualitative methods make the findings more reliable? Would a longitudinal study reveal more about the long-term effects of divorce on children's emotional and educational progress? These are important questions that need to be investigated further. Review of Literature Hetherington and Stanley-Hagan “The Adjustment of Children with Divorced Parents: A Risk and Resiliency Perspective” (1999) explores the psychological and social adaptation of children from divorced families from a risk and resiliency framework. They emphasize that divorce tends to result in emotional distress, conduct problems, and academic difficulties, with consequences being determined by factors like age, temperament, and conflict between parents. Nonetheless, they highlight that not all children are impacted in an equal manner; certain children show resilience as a result of protective factors including close parental support, economic security, and having a strong social network (Hetherington & Stanley-Hagan, 1999 ). The study further analyzes whether or not children do better in high-conflict intact families or divorced families, indicating that chronic exposure to conflict between parents may prove more damaging than divorce itself. Hetherington and Stanley-Hagan ( 1999 ) emphasize the involvement of both parents in minimizing adverse consequences and the value of positive co-parenting and intervention programs for enhancing adjustment. They conclude by calling for gaps in research, including the requirement for longitudinal studies to measure the long-term impact of divorce and the efficacy of different coping strategies. Amato and Keith “Parental Divorce and the Well-Being of Children: A Meta-Analysis” (1991) performed an extensive meta-analysis investigating the effects of parental divorce on children's well-being. Analyzing 92 studies, they contrasted children from single-parent families following divorce with children from continuously intact families on several well-being dimensions. The results showed that divorce children scored lower than their peers in intact families, with a median effect size of.14 standard deviations. This indicates that, on balance, divorced children have modestly lower well-being. Analysis further showed that more methodologically sound studies had lower effect sizes, which indicates that study design mattered in determining the outcomes of divorce. Partial support was established for theories with an emphasis on parental absence and economic disadvantage by the authors, though they stated that family conflict viewpoints were best consistently supported. This highlights the crucial impact of interparental conflict on children's adjustment after divorce. Kelly and Emery “Children's Adjustment Following Divorce: Risk and Resilience Perspectives” (2003) reviews empirical research on the long-term child adjustment after parental divorce, examining both risk and protective factors that affect outcomes. They note that numerous stressors linked with divorce, such as economic disadvantage, lower parenting quality, and persistent parental conflict, have the potential to increase risks for children's maladjustment. Nevertheless, the authors point out that a number of children are resilient, adjusting well in the long term. Prevention factors like efficient parenting, solid social support, and the individual's own adaptive skills are particularly important in encouraging healthy adjustment. The review continues to address issues of controversy with regard to adjustment in adult children of divorce and to differentiate ongoing painful recollections from pathological processes. Kelly and Emery highlight the significance of developing interventions, including divorce education programs, that address specific risk factors known to be hazardous and encourage behaviors that are beneficial for children in the long run. Lansford “Parental Divorce and Children's Adjustment” (2009) provides a thorough review of current research examining the short-term and long-term effects of parental divorce on children's adjustment. The article considers how child, family, and societal factors may moderate these effects, including demographic characteristics, timing of divorce, children's adjustment before divorce, and stigmatization from society. Lansford highlights that although divorce carries risks for children's adjustment, most children are resilient, with both risk and protective factors influencing outcomes. Wallerstein and Lewis “The Unexpected Legacy of Divorce: Report of a 25-Year Study” (2004) conducted a 25-year longitudinal study investigating the long-term consequences of parental divorce on children. Their findings indicated that children from divorced parents tend to experience long-lasting problems, such as problems in developing and sustaining close relationships, greater anxiety about commitment, and greater chances of divorce in their marriages. The research also discovered that these children often develop worries about repeating their parents' errors, resulting in fearfulness in their intimate relationships. The authors, however, mentioned that supportive interventions and secure post-divorce family contexts can buffer some adverse effects, highlighting the need to meet children's emotional needs throughout and following the divorce process. Potter “Psychosocial Well-Being and the Relationship Between Divorce and Children's Academic Achievement” (2010) examines parental divorce's impact on the academic achievement of children through the mediating mechanism of psychosocial well-being. Analyzing the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) data for 10,061 children, the work finds that divorce predicts lower psychosocial well-being among children, which subsequently translates into lower academic performance. The study highlights the need to address the mental and emotional well-being of children during and following parental divorce to buffer negative educational outcomes. Shentar and Bhat “Impact of Divorce on Children, Family, and Society: An Analysis” (2023) examine the various impacts of divorce in Indian Hindu marriages through its influence on children, the spouses, and society in general. The work emphasizes that divorce has profound effects on children through heightened anxiety and depression. Most of these outcomes result from familial structure disruptions as well as stigmatization regarding divorce in India. The authors highlight the imperative for effective support systems to offset these negative consequences and enhance the well-being of the affected parties. Desai and Andrist “Gender Scripts and Age at Marriage in India” (2010) study the impact of gender norms on the age at marriage for women in India using the India Human Development Survey 2005, which comprised answers from 27,365 ever-married women aged 25–49. The research emphasizes three main dimensions: economic factors (e.g., wage employment prospects, dowry demands, and wedding costs), familial empowerment (e.g., women's participation in domestic decision-making and control over family resources), and indicators of gender performance (e.g., observance of purdah and segregation by gender). The research shows that cultural norms and expectations about gender roles play a more important role in determining the timing of marriage compared to economic conditions or familial empowerment. The research points out the way in which traditional gender scripts still influence marriage choices in India, reaffirming current social norms and constraining women's agency in deciding when to get married. Research Gap While considerable research exists regarding the social and psychological effects of parental divorce on children, an important research gap exists concerning the long-term consequences of divorce on the socioeconomic status of children, especially in culturally unique environments like Jammu, India. Most of the existing literature (Amato, 2001; Amato & Keith, 1991 ; Hetherington & Stanley-Hagan, 1999 ) by researchers has mostly addressed the immediate and short-run effects of parent separation. But little longitudinal research exists that explores how children's emotional resilience, education, and future social mobility are formed over time, particularly in societies where social norms and familial expectations heavily determine personal identity and choice. In addition, much of what is known about divorce and child development is based on Western cultures, where divorce is more accepted and institutional support systems are better established (Amato & Booth, 1997). On the contrary, indigenous cultures such as Jammu have heavy social expectations upon family institutions that compound problems faced by children from divorced families. Such children could be confronted with more stigma, conflicts about identity, and pressures towards conforming to society, though less has been investigated concerning cultural and societal roles in shaping the children's coping behaviors, emotional adjustment, and social identification. How much these cultural limitations impact children's potential to integrate into groups of peers, academically perform, and achieve self-identity has yet to be fully explored (Najman et al., 1997). Theoretical Framework This paper is supported by well-proven psychological and sociological frameworks explaining the influence of parental divorce on children's emotional, social, and school performance. The framework synthesizes several viewpoints towards gaining a general understanding of the way children negotiate parental separation in culturally particular environments like Jammu, India. Attachment Theory (Bowlby, 1969) Attachment theory suggests that a child's emotional well-being and development are significantly shaped by their early attachment to caregivers. Parental divorce interferes with these attachments, tending to cause emotional distress, anxiety, and relationship difficulties in adulthood (Lamb, 2004 ). Inconsistent or absent involvement of one parent can lead to insecure attachment styles, influencing a child's self-esteem, trust in relationships, and general psychological health. Risk and Resilience Framework (Hetherington & Stanley-Hagan, ) This framework describes how children of divorced parents both face risk factors and protective processes that influence their adjustment. Divorce is commonly linked with academic deterioration, behavioral problems, and emotional instability, but there are children who show resilience based on supportive parenting, economic stability, and supportive social networks. Hetherington and Stanley-Hagan ( 1999 ) contend that divorce is not necessarily a cause of problems, but rather a challenge, if children are provided with the necessary emotional and social support. Social Learning Theory (Bandura, 1977) Social learning theory proposes that children learn behaviors, attitudes, and coping strategies from observing and emulating their parents. In the case of divorce, children tend to reflect their parents' styles of resolving conflicts, managing their emotions, and attitudes toward relationships (Amato & Booth, 1997). For example, children witnessing high parental conflict tend to form negative views about relationships, while those exposed to cooperative co-parenting tend to learn healthier interpersonal skills. Ecological Systems Theory (Bronfenbrenner, 1979) This theory focuses on the fact that a child's development is influenced by various interacting systems such as family, school, peers, and society as a whole. Divorce doesn't work independently; its impacts on children are mediated through societal expectations, economic status, and institutional support (Najman et al., 1997). In Jammu, where family social structures and family norms exert severe pressure on the child to maintain conformity, social stigma and weakened support from communities might enhance the effects of divorce. Analyzing divorce in its socio-cultural contexts makes it easier to understand and evaluate its longer-term effects on children. FINDINGS AND DISCUSSIONS Within the context of Jammu, India, the current paper is concerned with understanding the correlation between social support delivered by the state and its psychological effects on children of divorced families. Given Jammu's culturally entrenched social norms and values, children in this situation tend to experience increased stigma and emotional vulnerability, thus efficient state intervention becomes even more essential (Choudhury, 2015). This paper considers both positive and negative effects of social support mechanisms on these children's overall well-being, particularly within familial and educational contexts. The purpose of this study was to identify the emotional, behavioral, and academic impact of parental divorce on children in Jammu, India. Data were gathered using structured interviews with 10 school psychologists and 10 students belonging to divorced families. This is consistent with existing research that shows in conservative cultures such as Jammu, social support inadequacy exacerbates loneliness and fear among such children (Hetherington & Stanley-Hagan, 1999 ). Research also indicates that children in such settings struggle to acquire adequate coping skills, thus warranting the need for enhanced social welfare programs and school support systems (Lansford, 2009 ). Emotional and Behavioral Impact How does parental divorce impact a child's emotional well-being and sense of security? Obviously that affects, since two of the most important individuals for the child's life would put the child in a difficult position of selection, and whether the parents will have real conflicts, one that will pay more the child will be. All psychologists agreed that divorce significantly impacts children’s emotional and behavioral development, particularly due to the absence of one parent. Here they agree with question. What common behavioral changes have you observed in children following their parents’ divorce? Usually, divorce parents get less attention, time and commitment to the child. Parents also shift their attitude towards this without discussion to bother children. Exactly when the child requires more attention than ever, they do not have and not only feel hurt by this story, but their condition aggravated different emotional consequences without compromising here and the emergence of depressive signs. In second question, Psychologists accepted that the divorce reflect in children behavior, their parents change their attitude towards this without discussion to bother children. This time is when the children needs more attention than ever, and they parents get the divorce and this make children feels loss from them or they feel faulty in front of parents because they thing that because of them they get divorce. Have you encountered any of such cases? No, I have not. Emotional reactions are different in children and basic adult or family where they belong. There are cases when the custodial parent after divorce does not allow the child to meet with the other parent or the child has been tried to reconcile organizing secret parents (for example, the meeting) not only did not succeed, but he received “reward” insults and showed aggressiveness parent to child. Extreme cases are those cases where children in a small age, not only as they create the possibility of meeting with parents who live apart, but was denied his existence, saying that Mom or Dad is dead even although the child is aware that there are living parent. The instances wherein a child appears unable to react with panic or confusion now turns against itself and resents itself. By most counts, incidences of mental and physical fatigue appeared. Yet, there are also some rejected states when not only does the child not want to speak, but in fact, will rather suffer silence. The third question is about psychologist's discussion of children's reactions that they pass through after a divorce. Some of these children display panic disorders or confusion; they become hostile, suffer from guilt, and fatigue, both mentally and physically. The issue of rejection is also seen in most cases, according to psychologists during the interview. Can you describe any specific emotional or psychological responses (e.g., anxiety, guilt, withdrawal) you've encountered among these children? During a divorce, parents may become very impatient with and irritable toward each other without being emotionally or physically available to their children at these times. Consequently, children are often angry and stressed about the divorce and the changes it caused. Some children are acting out and just showing others their anger or pain. While he/ she is away, either by images of parenting, of course, it grows with new challenges. Causes of divorced children were analyzed by psychologists in the fourth question, and the question arises: What are the factors contributing to a child having good psychological health? Here, psychologists mention the problems that a child could have from the divorce. All the psychologists concurred that divorce has a great impact on children's emotional health. Children tend to feel abandoned, guilty, and responsible for their parents' breakup. Many internalize their distress, which results in anxiety, depression, and feelings of worthlessness. Psychologists also stated that children react with panic, confusion, and even dissociation. In severe situations, children are kept from seeing the non-custodial parent, or informed that the parent is dead when the opposite is the case. Such emotional traumas come out as mental and physical exhaustion, and self-blame is a common thread. Academic Decline and School Adjustment Have you observed a change in children's academic performance or classroom behavior after a parental divorce? Divorce of parents leaves imprints in the life of each child. (This is not excluding the geniuses). Goethe wrote: "No one ought to believe that may salvage the impressions of youth." Consequences vary based on family relations, parents' emotional balance, professional help provided by schools and society. The effects are behaviors with peers, performance in lessons, increase aggressiveness or the opposite conclusion in itself as it increases feelings of guilt towards divorce. Child suspects or feels that he was the reason for parents' separation, and the child did this step will shut down automatically, will turn antisocial since guilt which he has within himself will accompany lifetime. In fifth question, Psychologists refer to causes of consequences of a child in parental divorce. Parents ought to look for their children's future not for today and this something just few parents do because their punishments are varying based on family structure, parents' emotional equilibrium, expert guidance provided by schools and society. Teachers and psychologists noticed a significant decrease in school performance among children of divorced parents. Reasons are emotional distress, inability to concentrate, and decreased parental monitoring. Some children lose interest in school altogether, while others find it difficult to work with others in group assignments. Gender Differences in Psychological Effects Do boys and girls react differently to parental divorce? No genuine study in Jammu first to determine. In sixth questions, two of psychologists does not give an answer because they don’t have any genuine study in this aspect, they don’t have real statistic in this question. It is found boys who were more disturbed following the divorce, while girls were found to have more disturbances prior to divorce. Parents children whose-ended in divorce showed eventually poorer and more emotional adjustment issues before the divorce than whose parents did not divorce their children. Five psychologists in sixth question stated that girls were less impacted after the divorce compared to boys. They indicated that boy feels this factor more difficulty because they will imagine themselves in father position and they don't wont to do the same as their father did. In my opinion, the girls has more difficult because their nature of instinctively is more closed with parents. Views regarding gender-specific impacts were diverse. Some psychologists noted that boys were more impacted after divorce because they tend to identify with the father and imitate his actions. Others believed that girls, being sensitive and caring by nature, experience more emotional trauma. Five psychologists opined that boys have a harder time following the divorce, whereas three opined that girls suffer greater emotional harm because of their close bond with both parents. Two psychologists abstained due to insufficient statistical data. Role of Parents and Societal Perception How aware do parents seem to be of their children's emotional struggles during and after divorce? The very challenging because the personality and temperament structure more introvert and isolate the child. This isolation makes it the quiet in you and endures the separation of parents believing that they are responsible for the separation of his parents. In seventh question, psychologists were also of the same view and they opined that those children have more trouble than other kids because such kids do not give anything but retain all inside them, and his thing destroy them gradually. How does the involvement or absence of either parent influence a child's coping process? It depends on the educational and cultural level of each parent. When questioned how much of their children's pain parents actually understand, psychologists stressed that it largely depends on the educational and cultural background of the parents. In Jammu, where parents' formal education is not high, there is usually a gap between children's emotional needs and parental understanding. Most psychologists concurred that most parents recover quickly after divorce, failing to notice or deal with their children's psychological trauma. Positive Perspectives on Divorce Are there cases where divorce has led to improved emotional or family conditions for the child? What protective factors helped them cope? Yes. Where the report in pairs is tense and violent it is good for the couple to split, so that the child is not to make scenes with themes like cognitive. In nine questions, one psychologist reason as follows, because within the family there is a strained and violent relation of the parents, for kids is healthy that their parents get divorce. Yes. Although divorce may cause temporary unhappiness in the family, we can also give a second opportunity for happiness for parents. Kids are apt to be better off with the divorce when a high-conflict marriage is involved. It is maintained that the favorable results. The most psychologists that I conclude from the interview said that the divorce can bring stress to the family, so if those parents won’t to stop the stress in the family, they provide for new chance for happiness for their family. No, as some children possess good memory and they hold the image of their parents during divorce. Some of those children will repeat the behavior that their parents have done, and they get divorce too. Here two psychologists does not accepted the new chance for a good family because they thing that some children has such a good memory and they remember the scenes of the violence in the family and if those scenes are going to be repeated again they will repeat the same thing in the future, since children imitate what they see and what they learn, according to psychologists. Surprisingly, some psychologists did grant the possibility of some good in some instances. When home life is spattered with violence or home life is highly conflict-ridden, a divorce might be relief and a better home environment. But some minority said that the results rely on post-divorce parent conduct. If poorly controlled, kids might learn bad habits, reproducing them in their own intimate relationships. Limitations Though this study presents incisive observations on the chronic academic and psychological impacts of divorce on Jammu children, it is by no means exhaustive. Its relatively limited sample base of 10 students and 10 psychologists circumscribes the extent of view points and fails to reflect possibly the full diversity of experience within the region across fault lines of socioeconomic, religious, or rural and urban affinities. Lastly, geographical particularity in studying Jammu leaves the extrapolatability of the findings in its wake to broader Indian or worldwide contexts wherein culturally constructed conceptions of divorce and support groups can be considerably heterogenous. Additionally, the use of self-report data from children and psychologists presents the possibility of response bias through underreporting based on stigma or overreporting based on subjective judgment. Emotional and social problems due to divorce are very intimate, and participants may have censored or distorted their reports consciously or subconsciously. Lastly, as a cross-sectional qualitative study, the study takes a snapshot in time but cannot control for how children's emotional and academic paths change over the course of different stages of development. To overcome these limitations, future studies should employ longitudinal and mixed-methods designs that combine both quantitative measures (e.g., academic achievement, psychological tests) and qualitative stories. Conclusion This study focused on the long-term psychological, emotional, and educational effects of parental divorce on children in the socio-cultural situation of Jammu, India. The findings of the interviews conducted with students and school psychologists reveal that divorce greatly upsets children's emotional adjustment, causing abandonment, depression, and low self-esteem (Amato, 2001; Hetherington & Stanley-Hagan, 1999 ). Many children exhibited behavioral problems, including increased aggression, social withdrawal, and decreased academic performance, supporting earlier research (Kelly & Emery, 2003 ; Lansford, 2009 ). In addition, children from divorced families were more likely to have poor parental supervision and emotional support, which exposed them to psychological distress and problem behaviors like drug addiction. Psychologists further reported that in Jammu, societal stigma and inadequate government support mechanisms also added to these issues, and the majority of children did not receive proper psychological or financial support. The weight of dealing with dysfunctional family lives, discrimination in society, and emotional instability was mostly borne in silence by the children, further endangering their risk for long-term psychiatric problems (Wallerstein & Lewis, 2004 ). In line with previous literature (Najman et al., 1997; Potter, 2010 ), the study recognizes that children from divorced parents need special interventions such as school counseling programs, increased community networks, and increased parental awareness programs. In the end, the study highlights that divorce may remedy the immediate marriage problems, but in the absence of systemic emotional and social support, the actual and often invisible victims are the children who are left to seek meaning in the broken foundations of their lives primarily on their own. Moving forward, early psychological interventions and culturally sensitive divorce education programs must be prioritized, especially in conservative societies like Jammu, to safeguard children's long-term emotional development. Declarations Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Conflict of Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Ethical Approval Ethical approval for this study was obtained from the relevant institutional ethics review board. No identifying information related to the institution or individuals is included in this manuscript in accordance with ethical submission policies. Informed Consent Informed verbal consent was obtained from all individual participants included in the study, including both children and their guardians. Consent for Publication All participants, and in the case of minors, their guardians, gave verbal consent for the anonymized findings to be published. Author Contribution I.M. conceptualized the study, designed the research framework, and conducted interviews with participants. I.M. also transcribed and thematically analyzed the data. I.M. wrote the initial draft of the manuscript.I.A.I. provided critical guidance on the research design and methodology, supervised the data analysis, and contributed to the interpretation of findings. I.A.I. also revised the manuscript for intellectual content and coherence.All authors reviewed and approved the final manuscript. References Hetherington, E. M., & Stanley-Hagan, M. (1999). The adjustment of children with divorced parents: A risk and resiliency perspective. PubMed Central (PMC). Amato, P. R., & Keith, B. (1991). Parental divorce and the well-being of children: A meta-analysis. Psychological Bulletin, 110(1), 26–46. Kelly, J. B., & Emery, R. E. (2003). Children's adjustment following divorce: Risk and resilience perspectives. Family Relations , 52(4), 352–362. Lansford, J. E. (2009). Parental divorce and children's adjustment. Perspectives on Psychological Science , 4(2), 140–152. Wallerstein, J. S., & Lewis, J. M. (2004). The unexpected legacy of divorce: Report of a 25-year study. Psychoanalytic Psychology , 21(3), 353–370. Potter, D. (2010). Psychosocial well-being and the relationship between divorce and children's academic achievement. Journal of Marriage and Family , 72(4), 933–946. Shentar, S., & Bhat, K. S. (2023). Impact of divorce on children, family, and society: An analysis. TIJER - International Research Journal, 10(5), 665–669. Desai, S., & Andrist, L. (2010). Gender scripts and age at marriage in India. Demography, 47(3), 667–687. Lamb, M. E. (2004). The role of the father in child development (4th ed.). Hoboken , NJ: John Wiley & Sons. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6755600","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":470077276,"identity":"f61a2633-2968-46f3-9e66-b26a0b1d452f","order_by":0,"name":"ishika mahajan","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABGklEQVRIiWNgGAWjYFACHgYGCRApwdjMwFDxXw4kduAB8VrOMBuDtSQQ0gIGEgzMDIwtzIkNIA4+LbrtZw9+sKi5IyM/u7nZ4GcDW/r8sMMPgbbYyek2YNdidiYvWULi2DMegzsHmxN7d/DkbrydZgDUkmxsdgCHlgM5BhISbId5DCQSmw/wnpHI3Tg7AaTlQOI2XFrOvzH+IfHvMI/8jMTmg3/bDNINZ6d/wK/lRo6ZhGTbYR6GG4nNybxtCQny0jkEbLnxxsxCsg/oMKAWY5kzBww3SOcUHEgwwOOX8znGtyW+HbaXn5H+WPJNxQF5+dnpmz98qLCTw6UFBJglkHkGYJUGuJWDAOMHZJ58A37Vo2AUjIJRMPIAAB5VZtZtGOAFAAAAAElFTkSuQmCC","orcid":"","institution":"Chandigarh University","correspondingAuthor":true,"prefix":"","firstName":"ishika","middleName":"","lastName":"mahajan","suffix":""},{"id":470077277,"identity":"408a6dfd-c030-4d15-a537-a56e3b018088","order_by":1,"name":"Dr. Irshad Ahmad Itoo","email":"","orcid":"","institution":"Chandigarh University","correspondingAuthor":false,"prefix":"Dr.","firstName":"Irshad","middleName":"Ahmad","lastName":"Itoo","suffix":""}],"badges":[],"createdAt":"2025-05-27 05:38:07","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6755600/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6755600/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":93271748,"identity":"4b69d53b-1507-43ab-a151-14b0b121f127","added_by":"auto","created_at":"2025-10-11 00:16:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":862667,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6755600/v1/37ae80bf-09b9-453a-8948-2eeba7097cfe.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Shattered Foundations: A Qualitative Study on the Long-Term Psychological and Academic Effects of Divorce on Children in Jammu, India","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIt is one of the established facts that family values, relationship notions, various ways of living, values of individuals as well as society, family plan and structure policies have also drastically altered within last decades. Although the change appears to be ongoing, including new divorce-related laws, these changes have unfortunately brought negative side effects. Several other studies on divorce in Eastern societies indicate that divorce rates have significantly increased in recent decades. (Hetherington \u0026amp; Stanley-Hagan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe present paper in context with literature published on the topic has the aim of exploring divorced parents' roles on education of children, their effects upon their socializations etc. It must be noted here that among the main goals of the paper was also to monitor those children`s lives. At the schools, families, and among social groups, information was obtained by interviewing participants and/or closely related members. This paper investigates cruicial questions such as how their lives transformed, how did they act differently in those situations, how they understood their identities\u0026mdash;both in terms of self-perception and how they believed others viewed them. The social life has significant role on divorced children; being part of the society, creating social belonging and identity, developing their own ideas, preparing their future to share experiences with friends at the same time.\u003c/p\u003e \u003cp\u003eThe purpose of this paper was to determine the role of education parents have and how it affects children's educational achievement. Do they understand the emotions of the children in taking the divorce decision? I also decided to research and learn more about these children whether they had any economic problems and if they had any social support from governmental institutions. Some direct statements were included from students in order to get an idea of their thinking regarding divorce and how did they think about the parents' divorce. The design of the survey conducted was prepared as to get a better idea of divorce as a phenomenon and the impact of divorce on those kids. Were children expected to make such decisions, and were they in position to determine what was best for them? Could they make sound decisions by then?\u003c/p\u003e \u003cp\u003eAs per most studies children with divorced parents show an increased rate of anti-social behavior and problems in pair-work and school assignments compared to children of whose parents were not divorced, (Najman et al., 1997). Research on the consequences of parental breakup for children's well-being has repeatedly demonstrated that children of divorced parents perform poorly on various indicators of well-being compared to children in intact families (Amato, 2001; Amato and Keith \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). However, it is important to note that there is strong evidence that divorce negatively affects children in short term, but there is not enough research examining the effect on long term periods and its connection with socioeconomic outcomes.\u003c/p\u003e \u003cp\u003eAnother fact is that children from broken homes often face challenges at school as well. They don't learn, they perform poorly at school, they become aggressive towards other children, and, also they can go through depression due to their parents' faults on not showing enough care to them. Such children like being alone, they are predominantly anti-social due to low self-esteem, and also their actions are extremely disrespectful (Amato \u0026amp; Booth, 1997). In the context of Jammu, children are more adjusted with societal expectations, values, norms, behaviorial patterns. Socialization is a crucial aspect of their upbringing, as they feel a strong obligation to conform to societal expectations and cultural norms prevalent in Jammu society. The societal framework plays an important role in shaping their emotional resilience, adaptability, and overall psychological well-being.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThe research methodology used in this scientific paper is qualitative. Qualitative research is not based on statistical findings but rather interprets the responses, thus making this study essentially qualitative in nature. This method permits the exploration of children's lived experiences from divorced families in detail. Participants were recruited by purposive sampling from Jammu schools. University ethics committee gave ethical clearance, and verbal consent was elicited from both students and guardians before interviewing them. Each interview took 30\u0026ndash;45 minutes.\u003c/p\u003e \u003cp\u003eThe research was done in Jammu, India, where divorced parents' children aged 11 to 18 years and school psychologists were interviewed to evaluate the psychological effects of divorce and the level of social support for these children. Due to the highly ingrained societal values and norms of Jammu, the research also explored how the children manage societal pressures and expectations. School psychologists were also interviewed through the same structured format used with divorced parents, permitting comparative analysis of views concerning children's social and emotional well-being. Psychologists stressed that kids are greatly affected by the actions of their parents both at the time of and after divorce. It is noted that children tend to imitate their parents' adjustment techniques and emotional reactions, crafting their own behavioral and psychological coping. The qualitative approach was especially useful in this research, as it allowed extensive information to be gathered via interviews and observations among divorced parents, their children, and at school.\u003c/p\u003e \u003cp\u003eThe research attempted to investigate the daily ordeal of these children\u0026mdash;within their families, schools, and wider social circles. It wanted to learn how they make sense of societal prejudices and how they manage intrapsychically to deal with feelings of displacement, stigma, and emotional distress. How do they make sense of these challenges, and what coping mechanisms do they devise to overcome them? The sample included 10 children (5 boys, 5 girls) aged between 11 and 18, and 10 school psychologists (6 female, 4 male). Participants' identities were anonymized, and confidentiality was ensured throughout.\u003c/p\u003e \u003cp\u003eThis approach guarantees a sensitive examination of children's social and psychological lives in the specific sociocultural context of Jammu. But more thought is needed to establish whether this qualitative method is enough on its own. Would combining qualitative methods make the findings more reliable? Would a longitudinal study reveal more about the long-term effects of divorce on children's emotional and educational progress? These are important questions that need to be investigated further.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eReview of Literature\u003c/h2\u003e \u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eHetherington and Stanley-Hagan \u0026ldquo;The Adjustment of Children with Divorced Parents: A Risk and Resiliency Perspective\u0026rdquo; (1999) explores the psychological and social adaptation of children from divorced families from a risk and resiliency framework. They emphasize that divorce tends to result in emotional distress, conduct problems, and academic difficulties, with consequences being determined by factors like age, temperament, and conflict between parents. Nonetheless, they highlight that not all children are impacted in an equal manner; certain children show resilience as a result of protective factors including close parental support, economic security, and having a strong social network (Hetherington \u0026amp; Stanley-Hagan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). The study further analyzes whether or not children do better in high-conflict intact families or divorced families, indicating that chronic exposure to conflict between parents may prove more damaging than divorce itself. Hetherington and Stanley-Hagan (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e) emphasize the involvement of both parents in minimizing adverse consequences and the value of positive co-parenting and intervention programs for enhancing adjustment. They conclude by calling for gaps in research, including the requirement for longitudinal studies to measure the long-term impact of divorce and the efficacy of different coping strategies.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eAmato and Keith \u0026ldquo;Parental Divorce and the Well-Being of Children: A Meta-Analysis\u0026rdquo; (1991) performed an extensive meta-analysis investigating the effects of parental divorce on children's well-being. Analyzing 92 studies, they contrasted children from single-parent families following divorce with children from continuously intact families on several well-being dimensions. The results showed that divorce children scored lower than their peers in intact families, with a median effect size of.14 standard deviations. This indicates that, on balance, divorced children have modestly lower well-being. Analysis further showed that more methodologically sound studies had lower effect sizes, which indicates that study design mattered in determining the outcomes of divorce. Partial support was established for theories with an emphasis on parental absence and economic disadvantage by the authors, though they stated that family conflict viewpoints were best consistently supported. This highlights the crucial impact of interparental conflict on children's adjustment after divorce.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eKelly and Emery \u0026ldquo;Children's Adjustment Following Divorce: Risk and Resilience Perspectives\u0026rdquo; (2003) reviews empirical research on the long-term child adjustment after parental divorce, examining both risk and protective factors that affect outcomes. They note that numerous stressors linked with divorce, such as economic disadvantage, lower parenting quality, and persistent parental conflict, have the potential to increase risks for children's maladjustment. Nevertheless, the authors point out that a number of children are resilient, adjusting well in the long term. Prevention factors like efficient parenting, solid social support, and the individual's own adaptive skills are particularly important in encouraging healthy adjustment. The review continues to address issues of controversy with regard to adjustment in adult children of divorce and to differentiate ongoing painful recollections from pathological processes. Kelly and Emery highlight the significance of developing interventions, including divorce education programs, that address specific risk factors known to be hazardous and encourage behaviors that are beneficial for children in the long run.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eLansford \u0026ldquo;Parental Divorce and Children's Adjustment\u0026rdquo; (2009) provides a thorough review of current research examining the short-term and long-term effects of parental divorce on children's adjustment. The article considers how child, family, and societal factors may moderate these effects, including demographic characteristics, timing of divorce, children's adjustment before divorce, and stigmatization from society. Lansford highlights that although divorce carries risks for children's adjustment, most children are resilient, with both risk and protective factors influencing outcomes.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eWallerstein and Lewis \u0026ldquo;The Unexpected Legacy of Divorce: Report of a 25-Year Study\u0026rdquo; (2004) conducted a 25-year longitudinal study investigating the long-term consequences of parental divorce on children. Their findings indicated that children from divorced parents tend to experience long-lasting problems, such as problems in developing and sustaining close relationships, greater anxiety about commitment, and greater chances of divorce in their marriages. The research also discovered that these children often develop worries about repeating their parents' errors, resulting in fearfulness in their intimate relationships. The authors, however, mentioned that supportive interventions and secure post-divorce family contexts can buffer some adverse effects, highlighting the need to meet children's emotional needs throughout and following the divorce process.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003ePotter \u0026ldquo;Psychosocial Well-Being and the Relationship Between Divorce and Children's Academic Achievement\u0026rdquo; (2010) examines parental divorce's impact on the academic achievement of children through the mediating mechanism of psychosocial well-being. Analyzing the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) data for 10,061 children, the work finds that divorce predicts lower psychosocial well-being among children, which subsequently translates into lower academic performance. The study highlights the need to address the mental and emotional well-being of children during and following parental divorce to buffer negative educational outcomes.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eShentar and Bhat \u0026ldquo;Impact of Divorce on Children, Family, and Society: An Analysis\u0026rdquo; (2023) examine the various impacts of divorce in Indian Hindu marriages through its influence on children, the spouses, and society in general. The work emphasizes that divorce has profound effects on children through heightened anxiety and depression. Most of these outcomes result from familial structure disruptions as well as stigmatization regarding divorce in India. The authors highlight the imperative for effective support systems to offset these negative consequences and enhance the well-being of the affected parties.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eDesai and Andrist \u0026ldquo;Gender Scripts and Age at Marriage in India\u0026rdquo; (2010) study the impact of gender norms on the age at marriage for women in India using the India Human Development Survey 2005, which comprised answers from 27,365 ever-married women aged 25\u0026ndash;49. The research emphasizes three main dimensions: economic factors (e.g., wage employment prospects, dowry demands, and wedding costs), familial empowerment (e.g., women's participation in domestic decision-making and control over family resources), and indicators of gender performance (e.g., observance of purdah and segregation by gender). The research shows that cultural norms and expectations about gender roles play a more important role in determining the timing of marriage compared to economic conditions or familial empowerment. The research points out the way in which traditional gender scripts still influence marriage choices in India, reaffirming current social norms and constraining women's agency in deciding when to get married.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Gap\u003c/h3\u003e\n\u003cp\u003eWhile considerable research exists regarding the social and psychological effects of parental divorce on children, an important research gap exists concerning the long-term consequences of divorce on the socioeconomic status of children, especially in culturally unique environments like Jammu, India. Most of the existing literature (Amato, 2001; Amato \u0026amp; Keith, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Hetherington \u0026amp; Stanley-Hagan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e) by researchers has mostly addressed the immediate and short-run effects of parent separation. But little longitudinal research exists that explores how children's emotional resilience, education, and future social mobility are formed over time, particularly in societies where social norms and familial expectations heavily determine personal identity and choice. In addition, much of what is known about divorce and child development is based on Western cultures, where divorce is more accepted and institutional support systems are better established (Amato \u0026amp; Booth, 1997).\u003c/p\u003e \u003cp\u003eOn the contrary, indigenous cultures such as Jammu have heavy social expectations upon family institutions that compound problems faced by children from divorced families. Such children could be confronted with more stigma, conflicts about identity, and pressures towards conforming to society, though less has been investigated concerning cultural and societal roles in shaping the children's coping behaviors, emotional adjustment, and social identification. How much these cultural limitations impact children's potential to integrate into groups of peers, academically perform, and achieve self-identity has yet to be fully explored (Najman et al., 1997).\u003c/p\u003e\n\u003ch3\u003eTheoretical Framework\u003c/h3\u003e\n\u003cp\u003eThis paper is supported by well-proven psychological and sociological frameworks explaining the influence of parental divorce on children's emotional, social, and school performance. The framework synthesizes several viewpoints towards gaining a general understanding of the way children negotiate parental separation in culturally particular environments like Jammu, India.\u003c/p\u003e\n\u003ch3\u003eAttachment Theory (Bowlby, 1969)\u003c/h3\u003e\n\u003cp\u003e Attachment theory suggests that a child's emotional well-being and development are significantly shaped by their early attachment to caregivers. Parental divorce interferes with these attachments, tending to cause emotional distress, anxiety, and relationship difficulties in adulthood (Lamb, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Inconsistent or absent involvement of one parent can lead to insecure attachment styles, influencing a child's self-esteem, trust in relationships, and general psychological health.\u003c/p\u003e\n\u003ch3\u003eRisk and Resilience Framework (Hetherington \u0026 Stanley-Hagan, )\u003c/h3\u003e\n\u003cp\u003eThis framework describes how children of divorced parents both face risk factors and protective processes that influence their adjustment. Divorce is commonly linked with academic deterioration, behavioral problems, and emotional instability, but there are children who show resilience based on supportive parenting, economic stability, and supportive social networks. Hetherington and Stanley-Hagan (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e) contend that divorce is not necessarily a cause of problems, but rather a challenge, if children are provided with the necessary emotional and social support.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSocial Learning Theory (Bandura, 1977)\u003c/h2\u003e \u003cp\u003eSocial learning theory proposes that children learn behaviors, attitudes, and coping strategies from observing and emulating their parents. In the case of divorce, children tend to reflect their parents' styles of resolving conflicts, managing their emotions, and attitudes toward relationships (Amato \u0026amp; Booth, 1997). For example, children witnessing high parental conflict tend to form negative views about relationships, while those exposed to cooperative co-parenting tend to learn healthier interpersonal skills.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eEcological Systems Theory (Bronfenbrenner, 1979)\u003c/h3\u003e\n\u003cp\u003eThis theory focuses on the fact that a child's development is influenced by various interacting systems such as family, school, peers, and society as a whole. Divorce doesn't work independently; its impacts on children are mediated through societal expectations, economic status, and institutional support (Najman et al., 1997). In Jammu, where family social structures and family norms exert severe pressure on the child to maintain conformity, social stigma and weakened support from communities might enhance the effects of divorce. Analyzing divorce in its socio-cultural contexts makes it easier to understand and evaluate its longer-term effects on children.\u003c/p\u003e"},{"header":"FINDINGS AND DISCUSSIONS","content":"\u003cp\u003eWithin the context of Jammu, India, the current paper is concerned with understanding the correlation between social support delivered by the state and its psychological effects on children of divorced families. Given Jammu's culturally entrenched social norms and values, children in this situation tend to experience increased stigma and emotional vulnerability, thus efficient state intervention becomes even more essential (Choudhury, 2015). This paper considers both positive and negative effects of social support mechanisms on these children's overall well-being, particularly within familial and educational contexts.\u003c/p\u003e \u003cp\u003eThe purpose of this study was to identify the emotional, behavioral, and academic impact of parental divorce on children in Jammu, India. Data were gathered using structured interviews with 10 school psychologists and 10 students belonging to divorced families. This is consistent with existing research that shows in conservative cultures such as Jammu, social support inadequacy exacerbates loneliness and fear among such children (Hetherington \u0026amp; Stanley-Hagan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). Research also indicates that children in such settings struggle to acquire adequate coping skills, thus warranting the need for enhanced social welfare programs and school support systems (Lansford, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e\u003cstrong\u003eEmotional and Behavioral Impact\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHow does parental divorce impact a child\u0026apos;s emotional well-being and sense of security?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eObviously that affects, since two of the most important individuals for the child\u0026apos;s life would put the child in a difficult position of selection, and whether the parents will have real conflicts, one that will pay more the child will be.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eAll psychologists agreed that divorce significantly impacts children\u0026rsquo;s emotional and behavioral development, particularly due to the absence of one parent. Here they agree with question.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhat common behavioral changes have you observed in children following their parents\u0026rsquo; divorce?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eUsually, divorce parents get less attention, time and commitment to the child. Parents also shift their attitude towards this without discussion to bother children. Exactly when the child requires more attention than ever, they do not have and not only feel hurt by this story, but their condition aggravated different emotional consequences without compromising here and the emergence of depressive signs.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn second question, Psychologists accepted that the divorce reflect in children behavior, their parents change their attitude towards this without discussion to bother children. This time is when the children needs more attention than ever, and they parents get the divorce and this make children feels loss from them or they feel faulty in front of parents because they thing that because of them they get divorce.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHave you encountered any of such cases?\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eNo, I have not.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eEmotional reactions are different in children and basic adult or family where they belong. There are cases when the custodial parent after divorce does not allow the child to meet with the other parent or the child has been tried to reconcile organizing secret parents (for example, the meeting) not only did not succeed, but he received \u0026ldquo;reward\u0026rdquo; insults and showed aggressiveness parent to child.\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eExtreme cases are those cases where children in a small age, not only as they create the possibility of meeting with parents who live apart, but was denied his existence, saying that Mom or Dad is dead even although the child is aware that there are living parent.\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eThe instances wherein a child appears unable to react with panic or confusion now turns against itself and resents itself. By most counts, incidences of mental and physical fatigue appeared. Yet, there are also some rejected states when not only does the child not want to speak, but in fact, will rather suffer silence.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe third question is about psychologist\u0026apos;s discussion of children\u0026apos;s reactions that they pass through after a divorce. Some of these children display panic disorders or confusion; they become hostile, suffer from guilt, and fatigue, both mentally and physically. The issue of rejection is also seen in most cases, according to psychologists during the interview.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCan you describe any specific emotional or psychological responses (e.g., anxiety, guilt, withdrawal) you\u0026apos;ve encountered among these children?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eDuring a divorce, parents may become very impatient with and irritable toward each other without being emotionally or physically available to their children at these times. Consequently, children are often angry and stressed about the divorce and the changes it caused. Some children are acting out and just showing others their anger or pain. While he/ she is away, either by images of parenting, of course, it grows with new challenges.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eCauses of divorced children were analyzed by psychologists in the fourth question, and the question arises: What are the factors contributing to a child having good psychological health? Here, psychologists mention the problems that a child could have from the divorce.\u003c/p\u003e\n\u003cp\u003eAll the psychologists concurred that divorce has a great impact on children\u0026apos;s emotional health. Children tend to feel abandoned, guilty, and responsible for their parents\u0026apos; breakup. Many internalize their distress, which results in anxiety, depression, and feelings of worthlessness.\u003c/p\u003e\n\u003cp\u003ePsychologists also stated that children react with panic, confusion, and even dissociation. In severe situations, children are kept from seeing the non-custodial parent, or informed that the parent is dead when the opposite is the case. Such emotional traumas come out as mental and physical exhaustion, and self-blame is a common thread.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcademic Decline and School \u0026nbsp;Adjustment\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHave you observed a change in children\u0026apos;s academic performance or classroom behavior after a parental divorce?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eDivorce of parents leaves imprints in the life of each child. (This is not excluding the geniuses). Goethe wrote: \u0026quot;No one ought to believe that may salvage the impressions of youth.\u0026quot; Consequences vary based on family relations, parents\u0026apos; emotional balance, professional help provided by schools and society. The effects are behaviors with peers, performance in lessons, increase aggressiveness or the opposite conclusion in itself as it increases feelings of guilt towards divorce. Child suspects or feels that he was the reason for parents\u0026apos; separation, and the child did this step will shut down automatically, will turn antisocial since guilt which he has within himself will accompany lifetime.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn fifth question, Psychologists refer to causes of consequences of a child in parental divorce. Parents ought to look for their children\u0026apos;s future not for today and this something just few parents do because their punishments are varying based on family structure, parents\u0026apos; emotional equilibrium, expert guidance provided by schools and society.\u003c/p\u003e\n\u003cp\u003eTeachers and psychologists noticed a significant decrease in school performance among children of divorced parents. Reasons are emotional distress, inability to concentrate, and decreased parental monitoring. Some children lose interest in school altogether, while others find it difficult to work with others in group assignments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGender Differences in Psychological Effects\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDo boys and girls react differently to parental divorce?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eNo genuine study in Jammu first to determine.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn sixth questions, two of psychologists does not give an answer because they don\u0026rsquo;t have any genuine study in this aspect, they don\u0026rsquo;t have real statistic in this question.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eIt is found boys who were more disturbed following the divorce, while girls were found to have more disturbances prior to divorce. Parents children whose-ended in divorce showed eventually poorer and more emotional adjustment issues before the divorce than whose parents did not divorce their children.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eFive psychologists in sixth question stated that girls were less impacted after the divorce compared to boys. They indicated that boy feels this factor more difficulty because they will imagine themselves in father position and they don\u0026apos;t wont to do the same as their father did.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eIn my opinion, the girls has more difficult because their nature of instinctively is more closed with parents.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eViews regarding gender-specific impacts were diverse. Some psychologists noted that boys were more impacted after divorce because they tend to identify with the father and imitate his actions. Others believed that girls, being sensitive and caring by nature, experience more emotional trauma.\u003c/p\u003e\n\u003cp\u003eFive psychologists opined that boys have a harder time following the divorce, whereas three opined that girls suffer greater emotional harm because of their close bond with both parents. Two psychologists abstained due to insufficient statistical data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRole of Parents and Societal Perception\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHow aware do parents seem to be of their children\u0026apos;s emotional struggles during and after divorce?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eThe very challenging because the personality and temperament structure more introvert and isolate the child. This isolation makes it the quiet in you and endures the separation of parents believing that they are responsible for the separation of his parents.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn seventh question, psychologists were also of the same view and they opined that those children have more trouble than other kids because such kids do not give anything but retain all inside them, and his thing destroy them gradually.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHow does the involvement or absence of either parent influence a child\u0026apos;s coping process?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eIt depends on the educational and cultural level of each parent.\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eWhen questioned how much of their children\u0026apos;s pain parents actually understand, psychologists stressed that it largely depends on the educational and cultural background of the parents. In Jammu, where parents\u0026apos; formal education is not high, there is usually a gap between children\u0026apos;s emotional needs and parental understanding. Most psychologists concurred that most parents recover quickly after divorce, failing to notice or deal with their children\u0026apos;s psychological trauma.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePositive Perspectives on Divorce\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAre there cases where divorce has led to improved emotional or family conditions for the child? What protective factors helped them cope?\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eYes. Where the report in pairs is tense and violent it is good for the couple to split, so that the child is not to make scenes with themes like cognitive.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn nine questions, one psychologist reason as follows, because within the family there is a strained and violent relation of the parents, for kids is healthy that their parents get divorce.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eYes. Although divorce may cause temporary unhappiness in the family, we can also give a second opportunity for happiness for parents. Kids are apt to be better off with the divorce when a high-conflict marriage is involved. It is maintained that the favorable results.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe most psychologists that I conclude from the interview said that the divorce can bring stress to the family, so if those parents won\u0026rsquo;t to stop the stress in the family, they provide for new chance for happiness for their family.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eNo, as some children possess good memory and they hold the image of their parents during divorce. Some of those children will repeat the behavior that their parents have done, and they get divorce too.\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eHere two psychologists does not accepted the new chance for a good family because they thing that some children has such a good memory and they remember the scenes of the violence in the family and if those scenes are going to be repeated again they will repeat the same thing in the future, since children imitate what they see and what they learn, according to psychologists.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSurprisingly, some psychologists did grant the possibility of some good in some instances. When home life is spattered with violence or home life is highly conflict-ridden, a divorce might be relief and a better home environment.\u003c/p\u003e\n\u003cp\u003eBut some minority said that the results rely on post-divorce parent conduct. If poorly controlled, kids might learn bad habits, reproducing them in their own intimate relationships.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThough this study presents incisive observations on the chronic academic and psychological impacts of divorce on Jammu children, it is by no means exhaustive. Its relatively limited sample base of 10 students and 10 psychologists circumscribes the extent of view points and fails to reflect possibly the full diversity of experience within the region across fault lines of socioeconomic, religious, or rural and urban affinities. Lastly, geographical particularity in studying Jammu leaves the extrapolatability of the findings in its wake to broader Indian or worldwide contexts wherein culturally constructed conceptions of divorce and support groups can be considerably heterogenous.\u003c/p\u003e\n\u003cp\u003eAdditionally, the use of self-report data from children and psychologists presents the possibility of response bias through underreporting based on stigma or overreporting based on subjective judgment. Emotional and social problems due to divorce are very intimate, and participants may have censored or distorted their reports consciously or subconsciously.\u003c/p\u003e\n\u003cp\u003eLastly, as a cross-sectional qualitative study, the study takes a snapshot in time but cannot control for how children\u0026apos;s emotional and academic paths change over the course of different stages of development. To overcome these limitations, future studies should employ longitudinal and mixed-methods designs that combine both quantitative measures (e.g., academic achievement, psychological tests) and qualitative stories.\u0026nbsp;\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study focused on the long-term psychological, emotional, and educational effects of parental divorce on children in the socio-cultural situation of Jammu, India. The findings of the interviews conducted with students and school psychologists reveal that divorce greatly upsets children's emotional adjustment, causing abandonment, depression, and low self-esteem (Amato, 2001; Hetherington \u0026amp; Stanley-Hagan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). Many children exhibited behavioral problems, including increased aggression, social withdrawal, and decreased academic performance, supporting earlier research (Kelly \u0026amp; Emery, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; Lansford, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn addition, children from divorced families were more likely to have poor parental supervision and emotional support, which exposed them to psychological distress and problem behaviors like drug addiction. Psychologists further reported that in Jammu, societal stigma and inadequate government support mechanisms also added to these issues, and the majority of children did not receive proper psychological or financial support. The weight of dealing with dysfunctional family lives, discrimination in society, and emotional instability was mostly borne in silence by the children, further endangering their risk for long-term psychiatric problems (Wallerstein \u0026amp; Lewis, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn line with previous literature (Najman et al., 1997; Potter, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), the study recognizes that children from divorced parents need special interventions such as school counseling programs, increased community networks, and increased parental awareness programs. In the end, the study highlights that divorce may remedy the immediate marriage problems, but in the absence of systemic emotional and social support, the actual and often invisible victims are the children who are left to seek meaning in the broken foundations of their lives primarily on their own. Moving forward, early psychological interventions and culturally sensitive divorce education programs must be prioritized, especially in conservative societies like Jammu, to safeguard children's long-term emotional development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eFunding\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003eConflict of Interest\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e\n\u003cp\u003eEthical Approval\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was obtained from the relevant institutional ethics review board. No identifying information related to the institution or individuals is included in this manuscript in accordance with ethical submission policies.\u003c/p\u003e\n\u003cp\u003eInformed Consent\u003c/p\u003e\n\u003cp\u003eInformed verbal consent was obtained from all individual participants included in the study, including both children and their guardians.\u003c/p\u003e\n\u003cp\u003eConsent for Publication\u003c/p\u003e\n\u003cp\u003eAll participants, and in the case of minors, their guardians, gave verbal consent for the anonymized findings to be published.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eI.M. conceptualized the study, designed the research framework, and conducted interviews with participants. I.M. also transcribed and thematically analyzed the data. I.M. wrote the initial draft of the manuscript.I.A.I. provided critical guidance on the research design and methodology, supervised the data analysis, and contributed to the interpretation of findings. I.A.I. also revised the manuscript for intellectual content and coherence.All authors reviewed and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eHetherington, E. M., \u0026amp; Stanley-Hagan, M. (1999). The adjustment of children with divorced parents: A risk and resiliency perspective. \u003cem\u003ePubMed Central (PMC).\u003c/em\u003e\u003c/li\u003e\n\u003cli\u003eAmato, P. R., \u0026amp; Keith, B. (1991). Parental divorce and the well-being of children: A meta-analysis.\u003cem\u003e Psychological Bulletin, \u003c/em\u003e110(1), 26\u0026ndash;46.\u003c/li\u003e\n\u003cli\u003eKelly, J. B., \u0026amp; Emery, R. E. (2003). Children\u0026apos;s adjustment following divorce: Risk and resilience perspectives. \u003cem\u003eFamily Relations\u003c/em\u003e, 52(4), 352\u0026ndash;362.\u003c/li\u003e\n\u003cli\u003eLansford, J. E. (2009). Parental divorce and children\u0026apos;s adjustment. \u003cem\u003ePerspectives on Psychological Science\u003c/em\u003e, 4(2), 140\u0026ndash;152. \u003c/li\u003e\n\u003cli\u003eWallerstein, J. S., \u0026amp; Lewis, J. M. (2004). The unexpected legacy of divorce: Report of a 25-year study. \u003cem\u003ePsychoanalytic Psychology\u003c/em\u003e, 21(3), 353\u0026ndash;370.\u003c/li\u003e\n\u003cli\u003ePotter, D. (2010). Psychosocial well-being and the relationship between divorce and children\u0026apos;s academic achievement. \u003cem\u003eJournal of Marriage and Family\u003c/em\u003e, 72(4), 933\u0026ndash;946.\u003c/li\u003e\n\u003cli\u003eShentar, S., \u0026amp; Bhat, K. S. (2023). Impact of divorce on children, family, and society: An analysis. \u003cem\u003eTIJER - International Research Journal,\u003c/em\u003e 10(5), 665\u0026ndash;669. \u003c/li\u003e\n\u003cli\u003eDesai, S., \u0026amp; Andrist, L. (2010). Gender scripts and age at marriage in India. \u003cem\u003eDemography, \u003c/em\u003e47(3), 667\u0026ndash;687. \u003c/li\u003e\n\u003cli\u003eLamb, M. E. (2004). The role of the father in child development (4th ed.).\u003cem\u003e Hoboken\u003c/em\u003e, NJ: John Wiley \u0026amp; Sons.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Divorce, Child Trauma, Emotional Resilience, Academic Deterioration, Psychological Support, Social Policy","lastPublishedDoi":"10.21203/rs.3.rs-6755600/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6755600/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eDivorce is not only the dissolution of a marriage but also a traumatic disruption in a child's life, fundamentally changing their emotional, psychological, and academic life. This qualitative study explores the socio-psychological effects of divorce on school-going children in Jammu, India, through in-depth interviews with students and school psychologists. The findings reveal a disturbing pattern of emotional distress, in the form of anxiety, depression, social withdrawal, and a decline in academic performance. Most children experience difficulties in self-esteem, feelings of abandonment, and internalized guilt, and these are compounded by the ineffectiveness of support from both parents and schools, which increases their distress. Through a qualitative approach, this study portrays the lived experiences of these children, exposing the intricacies of their problems and the shortcomings of existing support systems. The study calls for an urgent need for systemic interventions, such as psychological counseling in schools, community support groups, and targeted policy reforms. Without these interventions, these children may carry the long-term consequences of divorce into their adulthood, which may impair their capacity to form healthy relationships and succeed in society.\u003c/p\u003e","manuscriptTitle":"Shattered Foundations: A Qualitative Study on the Long-Term Psychological and Academic Effects of Divorce on Children in Jammu, India","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-13 09:34:57","doi":"10.21203/rs.3.rs-6755600/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"cd5e9d61-ea2a-4e14-8de6-5d4b64044676","owner":[],"postedDate":"June 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-11T00:08:24+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-13 09:34:57","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6755600","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6755600","identity":"rs-6755600","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}