Experiences of adolescents transitioning into blended families from a selected high school in the Umlazi District.

Abstract

Research indicates that adolescents across the globe experience stressful life events such as their parents’ divorce, separation and other forms of family breakdown, which often results in them having to transition into blended families. For some adolescents, the transition process is often confusing and stressful and can affect their psychological, physical, mental, and socio-emotional health and educational achievements. The South African government and the Department of Basic Education have neglected to acknowledge or include provisions and support for blended families. This lack of inclusion is also experienced by teachers who are often ill-equipped and inexperienced to assist their learners who are transitioning into their new blended families. This study explored the experiences of adolescents transitioning into blended families and examined how they navigated their adjustment to their blended families. This study was underpinned by an interpretivist paradigm and theoretically framed by the McMaster Model of Family Functioning (MMFF). A qualitative case study design was applied, and semi-structured interviews and diaries were utilised to gather data from twelve participants at a selected high school in the Umlazi District in KwaZulu-Natal. Ethical principles, including voluntary participation, non-maleficence, beneficence and confidentiality, were ensured, and the data was analysed using thematic analysis. The findings revealed that how adolescents received their transition announcements influenced their receptiveness to their new blended families. It was also discovered that the blended families engaged in varied methods of conflict resolution and levels of family involvement that ranged from effective to ineffective in terms of their family functioning. The findings further revealed the types of support that adolescents received throughout their transition as well as their evaluation of their emotional stability and the effectiveness of their transition into their respective blended families. The study concludes that all adolescents who transition into blended families have unique experiences based on varied circumstances, and this indicates that support initiatives for these adolescents must be personalised and cater to their individual needs.