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Research on the Influence of Family Structure and Conditions on Students' Behavior, Social Development, and School Networks-Taking Canada as an Example
- 1 Rothesay Netherwood School
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Abstract
In today’s diverse society, factors such as family background, structure, financial stability, and the emotional climate at home play a significant role in shaping students’ behavior, particularly their ability to form social networks in school environments. This research explores how various family structures—such as nuclear families, single-parent households, adoptive families, and same-sex parent families—affect students’ social development and behavior in Canadian schools. While existing studies have explored the impact of family structure, this paper aims to establish a clearer link between family conditions and student behavior, contributing to a more comprehensive understanding of family influence on academic and social success. Using a combination of case studies and literature reviews, this research focuses on typical Canadian family structures and their influences on students’ behaviors in school. Data for the study were drawn from existing literature and national databases, offering a broad perspective on how different family environments impact students’ social development. The study highlights the crucial role that family stability and parental involvement in fostering students’ academic achievement and social integration. The findings suggest that children from financially stable, emotionally supportive families—regardless of structure—tend to thrive both socially and academically. This conclusion emphasizes the need for educational policies that accommodate diverse family backgrounds, ensuring equal support for all students.
Keywords
family structure, student behavior, social development, Canada, school networks
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Cite this article
Fang,X. (2024). Research on the Influence of Family Structure and Conditions on Students' Behavior, Social Development, and School Networks-Taking Canada as an Example. Communications in Humanities Research,64,82-86.
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