To identify and limit the risks of neglect in orphaned students: Can France manage it?

Orphans' needs are barely identified, barely acknowledged, and barely treated notably in France. Yet, parental loss might generate specific needs associated with cognitive, relational/behavioral, and emotional difficulties. In turn, such difficulties are likely to give rise to lower academic ac...

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Bibliographic Details
Published inNew ideas in psychology Vol. 68; p. 100981
Main Authors Clerc, Jérôme, Khamzina, Kamilla, Desombre, Caroline
Format Journal Article
LanguageEnglish
Published Elsevier 01.01.2023
Subjects
Cognitive science
Humanities and Social Sciences
Psychology
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Summary:Orphans' needs are barely identified, barely acknowledged, and barely treated notably in France. Yet, parental loss might generate specific needs associated with cognitive, relational/behavioral, and emotional difficulties. In turn, such difficulties are likely to give rise to lower academic achievement. In this theoretical paper, we argue that, due to the detrimental impact of parental loss on academic achievement, orphaned students should be considered as students with special educational needs. This is important to provide appropriate educational responses consistent with inclusive education. The present paper aims to identify different specific needs of orphaned children, as a way to limit neglect of orphans. We discuss various ways to reduce the risks of neglecting orphans in French schools by using Bronfenbrenner's ecological development model and propose avenues for relevant pedagogical responses.
ISSN:0732-118X
DOI:10.1016/j.newideapsych.2022.100981