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Programs for Single-Parent Children: Principals and Single Parents Disagree

This article summarizes a study of special school needs of single-parent children in the seventh and eighth grades and the effectiveness of school policies, programs, and practices in responding to those needs. Principals and single parents were interviewed and surveyed in one midwestern state to determine areas of needed program development. Principals felt that schools were more effective than parents in responding to the needs of these children for stability, social acceptance, parental involvement, and adult attention. While principals felt specific approaches were effective, parents wanted a comprehensive response to their children's complex needs.