They believe it was their bad behaviour that allowed their parent to leave and that they are now being punished for their behaviour. Children often think that if they change their bad behaviour they can get their parents back together. A child's identity comes from his or her father or mother, thus nearly always creating a very strong attachment to both parents. Children feel angry about the losses experienced because they have no input about the decisions being made, which leaves them helpless, angry, and afraid. .
Even though children of divorce encounter many emotional difficulties, behavioural issues are also present. Children react to the divorce in an angry way, either immediately or, more likely, later, after they had time to think the situation over. This kind of anger often comes out in actions rather then words. Although, a child who has never been a behaviour problem is unlikely to become one after divorce; acting-out is a continuation or aggravation of a pattern which has existed for years (Palmer, 1969). Children usually act-out because of the inappropriate treatment from their parents. If this behaviour is not realized, they will have trouble co-operating with other peers and their lack of self-discipline will hold them back in school. At school, children tend to be disruptive, try to seek attention from other classmates, and are hostile to authority, such as teachers and principals. Children may also misbehave because they are angry with themselves, again resulting in self-blame. Aggressiveness, refusing to co-operate with school authorities and bullying other children can also be present in a child's school environment.
The schoolwork of children from separated homes is probably the most objective evidence of the effect their environment has had on them (Palmer, 1969). Although there are some exceptions where the divorce does not effect the child's school performance, majority of children from divorced homes function below their ability in school.
