Effects of Family Conflict on Children’s Behavioural Development: Aggression, Social Withdrawal and School Adjustment among Primary School Pupils in Msangani Ward, Kibaha District, Tanzania

Author

Hellen Fanuel, Dorothy Lubawa, Salvatory Flavian Mhando

Abstract

 Purpose: This study examined the effects of family conflict on the behavioural development of primary school children in Msangani Ward, Kibaha District, Tanzania, focusing on aggression, social withdrawal and school adjustment. Methods: A mixed-methods, descriptive correlational design was used, guided by Social Learning Theory. Of 154 respondents, 140 were pupils (simple random sampling) and 14 were teachers and parents or guardians (purposive sampling). Data came from questionnaires, semi-structured interviews, observation and document review, and were analysed descriptively (SPSS 25) and thematically. Results: Between 50.0% and 60.7% of pupils agreed with each indicator of family conflict. Half (50.0%) reported easily getting angry or fighting, 46.4% preferred being alone, 52.9% felt sad or worried and 53.6% found it hard to concentrate in class, while 75.0% reported good relationships with classmates. Teachers and parents described irritability, quietness, worry and reduced classroom engagement among affected children. Conclusion: Family conflict is an important context for understanding aggression, withdrawal and school adjustment difficulties, although the descriptive design supports association, not causation. Peaceful conflict resolution at home, school-based counselling and parent–teacher collaboration is recommended.

Keywords

Family conflict; behavioural development; aggression; social withdrawal; school adjustment; primary school children; Tanzania.

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