‘Having Their Best Interest at Heart’: The Role of Teachers Working with Adolescents of High-Conflict Divorce

This study aimed to explore the experiences of secondary school teachers in providing social, emotional, and academic support for children entangled in high-conflict divorce. Using a qualitative design, six secondary school teachers were interviewed. The average age of participants was 41 years, and teaching experience ranged from 3 to 14 years. Thematic analysis was used to identify themes that emerged from the data. Two themes were identified: The critical role of teachers in providing social-emotional and academic support for these vulnerable students, and the barriers and challenges they faced when providing academic and social-emotional support. The findings indicate a need for updated school policies surrounding communication with separated and restructured families, and the need for on-site allied health professionals in schools. A lack of specialised training for teachers emerged as a serious concern for teachers who feel ill-equipped to manage sensitive issues that require nuanced approaches to helping adolescent students navigate the challenges of high-conflict divorce.