The Role of Extended Family in Shaping the Family Environment of Secondary School Students

This study focuses on the impact of extended family on the family environment of secondary school students. We examine to what extent extended family members (i.e. grandparents, aunts, uncles, cousins and similar relatives) contribute to academic performance, social skills and emotional/extracurricular well-being of the student. The family environment refers to both the social and emotional environment of family settings and is a strong predictor of adolescent development. The current study uses qualitative research intended as a literature review and is based on secondary data and surveys regarding extended family involvement in adolescent development. It is anticipated that extended family acts as a protective function against stress and encouragement of resource development for later academic studies and adolescent well-being development. The survey data analysis considers how the number of interactions with extended family contributes to student scores in grade point average, extracurricular participation, and self- reported happiness and contentment. Preliminary data suggests that students who have regular support from extended family have better emotional resilience, and belonging. Data from qualitative interviews shed light on possible mechanisms through which this support works, such as, intergenerational knowledge transfer, where older family members recount life experiences and their practical advice, and the provision of childcare to reduce parental stress resulting in a safer home environment. The findings also identify variances in the composition of support, based on culture and socio-economic status. This study draws attention to the important, and often underestimated, role of extended family in secondary school students' development. It also shows that to better understand a child's family, it is best to expand understanding beyond the nuclear family, and include extended family, and every person's kinship network. The findings have implications for educational policies, and family counselling, by suggesting that acknowledging and collaborating with a child's extended family systems should be integrated into all adolescent support programs.