Family Life
There are a variety of family styles in the United Kingdom. Styles ranging from two parent to lone
parent homes, and each provide a family environment for children.
Children and families differ greatly among themselves. The constant change and diverse nature in family living arrangements has meant that fewer children are living with
both of their natural parents. Which caclulates to about three million children live in lone parent
families, while only 2% of those families are single fathered. The risk of
parents in the United Kingdom separating is still significantly less than the United States, but more than other European countries.
As in many other countries, the United Kingdom now experiences more divorces and parental separations than ever before; 53% of all marriages end in divorce. The United
Kingdom is gaining more communities with "smaller families, fewer marriages, more divorces . . . more out-of-wedlock
births, later age at first birth, and more working mothers," (The Clearinghouse on International Developments in
Child, Youth and Family Policies 2002). In many cases, children from disrupted families are more likely to lead more difficult and complex
childhoods than they would if
they were raised in a traditional, nuclear household. For example, children who come from divorced parents in the United Kingdom are more likely to quit school
by the age of sixteen, leave home by the time they are eighteen, get married or become involved in a serious relationship before they are twenty, and become parents at an
exceptionally early age. These actions, demonstrated by children of divorced parents, appear to be signs of rebellion. As a first step in eliminating these problems in
addition to the crime, delinquency and other situations which may follow, the British Government passed the Back to Basics policy in 1993. This plan intends to provide all
single mothers with the finances needed in order to keep them out of welfare situations. To accomplish this, the government plans to track down the fathers of the children
and force them to pay their partners all necessary funds. The policy advocates maintaining a stable and conventional household, because the government considers this to be
the healthiest environment for the upbringing of children.
Children play an active role in the degree of parental involvement in the child's school and home activities. Girl children tend to encourage initiating parents into the broader parts of school, while boys try to involve them more in the formal aspects of schooling. However, parents and education work in a sort of partnership to support the educational success of their children. Many initiatives have been passed to connect the home and school so parents would have an effective role in their children's education. Some examples of parental involvement are: initiating participation in homework, school responses to parental questions about the school day by sending letters home and resisting parents coming to school unless it's for a good reason.
Strangers, drugs and traffic- just some of the major risks parents saw as a concern for their children. Most parents viewed the world today as a dangerous place for their children because they believed that it was more unsafe now than it was when they were children. Setting boundaries and rules with children about acceptable behavior was seen as an important step to many parents in helping their children avoid risky situations. However, parents found it to be hard to save their children from risk while giving them a degree of independence.
Children 5 - 16 : Growing into the 21st Century. April 2000. "Children's Understanding of Parental Involvement in Education." Retrieved December 4, 2002 http://www.hull.ac.uk/children5to16programme/briefings/edwards.pdf
).
Children 5 - 16 : Growing into the 21st Century. January 2000. "The Changing Home: Outcomes for Children." Retrieved December 4, 2002 (http://www.hull.ac.uk/children5to16programme/briefings/joshi.pdf).
Children 5 - 16 : Growing into the 21st Century. December 2000. "The Impact of Risk and Parental Risk Anxiety on the Everyday Worlds of Children." Retrieved December 4,
2002 (http://www.hull.ac.uk/children5to16programme/briefings/scott.pdf).
Divorce Magazine. 2002. "World Divorce Statistics." Retrieved November 14, 2002 (http://www.divorcemag.com/statistics/statsWorld.shtml).
National Family and Parenting Institute. 2002. "Children and Family Today." Retrieved December 2, 2002 (http://www.nfpi.org/data/publications/docs/childfamtoday.pdf).
National Statistics. 2002. "Family type and number of dependent children: 1972 to 2000: Living in Britain." Retrieved November 19, 2002 (http://www.statistics.gov.uk/STATBASE/Expodata/Spreadsheets/D5337.xls).
Ni Bhrolchain, Maire, Roma Chappell, Ian Diamond, and Catherine Jameson. 2000. "Parental Divorce and Outcomes for
Children: Evidence Interpretation."
European Sociological Review 16:67-91.
Noble, Trevor. 1981. "Marriage and Family Life." Pp. 105-147 in Structure and Change in Modern Britain. London, England:
Batsford Academic and
Ecucational.
The Clearinghouse on International Devlopments in Child, Youth and Family Policies. 2002. "United Kingdom." Retrieved October
27, 2002
(http://www.childpolicyintl.org/countries/uk.html).
The purpose of this website is to inform viewers about the status of children in the United Kingdom by examining the sociological concepts of social
structure, diversity and agency. This site was written and designed by Rebecca Daugherty, Katie Hiatt, Jamie Koenigsberg, and Rachel Zegas as
part of a
project for the first year writing seminar, Children and Society, taught by Professor April Brayfield at
Tulane University.