Family dysfunction in the academic performance of students, “Guayas y Quil” Educational Unit

Abstract

Introduction: Students' academic performance is closely linked to the family environment in which they grow up. Family dysfunctions, such as a lack of effective communication, emotional abuse, or neglect, can have a significant impact on the school performance of children and adolescents. Materials and methods: To comprehensively address the impact of family dysfunction on the academic performance of first-year high school students at the "Guayas y Quil" Educational Unit, various research methods were employed. These included quantitative surveys of students, qualitative interviews with teachers, administrators, and families, and direct observation in the school environment. Results: Lack of emotional support, home instability, and family conflicts can generate stress, anxiety, and difficulties concentrating academically. Furthermore, family dysfunctions can negatively affect self-esteem, motivation, and the ability to establish healthy social relationships—fundamental aspects for educational success. Discussion: It is crucial to address these issues holistically, involving parents, educators, and mental health professionals in the identification and treatment of family dysfunctions to improve students' well-being and academic performance. Conclusions: This summary highlights the importance of recognizing and addressing family dysfunctions as an influential factor in the educational success of children and adolescents.