Perceived Effects of Parental Separation on Social Isolation among First-Year College Students’ Academic Success

Alexander Jad R. Austria, Natasha Shane R. Celso, Aileen L. Conge, Irish Amirey S. Martinez, Donna Faye SD. Mateo, Rowena May T. David, Joseline M. Santos and Susana C. Velasco
Additional contact information
Alexander Jad R. Austria: Bulacan State University, Philippines
Natasha Shane R. Celso: Bulacan State University, Philippines
Aileen L. Conge: Bulacan State University, Philippines
Irish Amirey S. Martinez: Bulacan State University, Philippines
Donna Faye SD. Mateo: Bulacan State University, Philippines
Rowena May T. David: Bulacan State University, Philippines
Joseline M. Santos: Bulacan State University, Philippines
Susana C. Velasco: Bulacan State University, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 3620-3632

Abstract: Parental separation presents emotional and social challenges that may deeply affect young adults, particularly first-year college students undergoing major life transitions. Understanding these impacts is essential for developing effective student support systems. Although existing literature addresses the general consequences of family disruption, few studies explore its effects on both social isolation and academic success within the Philippine context, where divorce remains illegal, and family dynamics are culturally sensitive. This study aimed to explore the perceived effects of parental separation on social isolation and academic success among first-year college students at the State University in Bulacan. A qualitative, phenomenological approach was employed. Thirty students who experienced parental separation within the past three years were interviewed using semi-structured questions. Data were thematically analyzed to capture lived experiences and emergent coping strategies. The study found that parental separation led to increased loneliness, emotional distress, and withdrawal from peer interactions. Academic concentration and time management were negatively affected, particularly when students assumed new family responsibilities. However, positive coping mechanisms such as peer support, friendships, and extracurricular engagement, and helped reduce the emotional toll. Supportive environments in school and among extended family also contributed to emotional resilience and academic adjustment. These findings suggest that schools should offer counseling and peer support initiatives tailored to students experiencing family disruption.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-6/3620-3632.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... ts-academic-success/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-6:p:3620-3632

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().