2026 IJRSE – Volume 15 Issue 13
Available Online: 2 June 2026
Author/s:
Pagen, Claire
Leyte Normal University, Philippines (clairepagen18@gmail.com)
Abstract:
This case study explores the impact of family trauma and caregiving transitions on a child’s behavior and development, particularly in the classroom and early learning environments. The study focuses on a young child who lived with the extended family members for almost seven years before being returned to his biological father. Using a qualitative research design, the researcher employed semi-structured interviews with the child’s teacher, biological father, and extended family members, supplemented by direct observations of the child’s behavior at home and in school. Findings indicate that the child’s emotional well-being, and, academic performance are strongly affected by family disruptions and changes in caregiving. Behavioral challenges observed in the classroom and at home were linked to feelings of insecurity, adjustment difficulties, and emotional distress stemming from past trauma and sudden transitions. The study also highlights the importance of parental involvement, consistent caregiving, and emotional support in promoting positive development and learning outcomes for children facing family instability. This research highlights the need for teachers, parents, and caregivers to recognize the effects of family trauma on early learning, and to provide stable and supportive environments that foster emotional security, social and development and academic growth.
Keywords: communication breakdown, caregiving transitions, emotional support, cathartic outlet, academic performance
DOI: https://doi.org/10.5861/ijrse.2026.26243
Cite this article:
Pagen, C. (2026). A child’s story behind early learning: Family trauma and its impact on behavior and development. International Journal of Research Studies in Education, 15(13), 325-333. https://doi.org/10.5861/ijrse.2026.26243