AN Experience of Wards from Divorced Family Living with Step-Parents among Student of Upper Basic School in Ilorin Metropolis

Family structure transformation due to divorce and remarriage has raised concerns regarding children’s emotional and developmental well-being, as instability within stepfamily environments may expose children to psychological distress, inconsistent caregiving, and reduced academic engagement. This study aims to explore the lived experiences of upper basic school students from divorced families living with step-parents in Ilorin metropolis. A qualitative approach with a descriptive case study design was employed, involving ten participants selected through purposive sampling. Data were collected using semi-structured interviews and analyzed through thematic analysis. Findings reveal that students experience significant emotional distress, neglect, and instability, reflected in patterns of emotional abuse, deprivation of basic needs, and lack of parental support, with female students experiencing more severe maltreatment. Age differences indicate that younger students face direct forms of abuse, while older students experience indirect psychological burdens related to increased responsibilities. These conditions negatively affect emotional well-being, academic performance, and overall development. The study highlights the urgent need for targeted psychosocial interventions, particularly school-based counselling services and family support programs, to mitigate the adverse effects of stepfamily dynamics and promote children’s well-being.