Project – Changing Family Structures and the Social Development of Adolescents: A Study of Selected Secondary Schools in Ikorodu Local Government Area, Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The family is one of the most important social institutions in human society. It provides the primary environment in which children learn values, norms, attitudes, interpersonal skills and acceptable patterns of behaviour. Through interaction with parents, siblings and other significant family members, children gradually acquire the social competencies necessary to participate effectively in school and the wider society. The family therefore performs important functions of socialisation, emotional support, protection, supervision and transmission of cultural values. However, the structure and organisation of the family have changed considerably over time as a result of urbanisation, economic pressures, migration, marital instability, separation, divorce, remarriage, single parenthood and changes in patterns of childrearing.

Adolescence is a particularly important stage in human development because it involves significant physical, emotional, cognitive and social changes. Adolescents increasingly develop their own identities, seek greater independence from parents, establish stronger relationships with peers and begin to assume responsibilities associated with adulthood. UNICEF (2020) notes that adolescent social and emotional development is influenced by parenting, peer relationships, community interactions and broader social norms. During this period, adolescents need stable relationships and supportive environments that allow them to develop confidence, emotional regulation, responsible decision-making and healthy interpersonal relationships. The quality of relationships within the family can therefore have important implications for how adolescents adjust to school, peers and society.

Social development refers to the process through which individuals acquire the knowledge, attitudes, values, skills and behaviours necessary for effective interaction with other people and participation in society. In the case of adolescents, social development includes the ability to establish healthy relationships, cooperate with others, communicate appropriately, manage conflicts, demonstrate empathy, develop self-confidence, respect social norms and exercise responsible behaviour. These competencies are not acquired automatically; they develop through continuous interaction with parents, siblings, peers, teachers and the wider community. The family remains one of the earliest and most influential contexts in which these competencies are developed.

Traditional Nigerian family life has historically been characterised by extended kinship relationships in which grandparents, uncles, aunts and other relatives contributed to childrearing. Wusu and Isiugo-Abanihe (2006), in their study of the Ogu people of Southwestern Nigeria, observed that although the extended family remained important, traditional kinship ties and established systems of child fostering and shared childrearing were experiencing considerable strain. Such changes are important because the traditional extended family provided children with multiple sources of social support, supervision and socialisation. As these relationships weaken or become less available, parents and immediate caregivers may carry greater responsibility for the social and emotional development of children.

Contemporary Nigerian families increasingly exist in diverse forms. In addition to stable two-parent families, there are single-parent families, stepfamilies, extended families, child-headed or grandparent-led households, and families in which one or both parents live away from the home because of employment or migration. Family change does not necessarily produce negative outcomes for children, since the quality of parenting, family relationships, economic resources and emotional support can be more important than family structure alone. Nevertheless, transitions such as parental separation, divorce, remarriage and prolonged parental absence may create changes in children’s relationships, routines, supervision and access to resources.

Amato (2010) explains that research on divorce and family change has consistently examined associations between changing family arrangements and children’s well-being. Family transitions may expose children to economic difficulties, parental conflict, changes in residence, altered relationships with parents and other stressful circumstances. These factors may become particularly significant during adolescence when young people are already experiencing substantial developmental changes.

Research also suggests that family structure should not be considered in isolation from family processes. Lansford et al. (2001) found that family structure, family functioning and parenting were interconnected in their relationship with adolescent well-being. Their findings indicated that the configuration of a family alone did not necessarily determine adolescent outcomes; rather, the quality and style of parenting were important. This distinction is important in understanding changing family structures because adolescents living in non-traditional family arrangements may still experience positive social development where they receive adequate care, supervision, affection and guidance.

Similarly, family structure has been associated with adolescent behavioural and emotional outcomes. Cavanagh and Huston (2008) found that family structure and transitions were associated with adolescent well-being, including behavioural and emotional outcomes. Their findings suggest that repeated changes in household composition may create instability that can affect adolescent adjustment. Likewise, Brown (2006) reported that family structure and family processes were related to adolescent risk behaviours, although family processes and the nature of relationships within households were important in explaining these associations.

The importance of family relationships becomes clearer when considering the concept of family belonging. For adolescents, feeling accepted, valued and emotionally connected to members of the family can provide a source of security during a period characterised by increasing independence. DeLeone and colleagues’ research on parent-adolescent closeness and family belonging indicates that family belonging is significantly associated with adolescent well-being across different family structures. This suggests that the emotional quality of family relationships may help adolescents maintain positive developmental outcomes even when family arrangements differ.

The Nigerian situation provides an important context for examining these issues. Odimegwu, Somefun and Akinyemi (2017), using data from the Nigeria General Household Survey, found that family structure was significantly associated with educational outcomes among Nigerian youth and that the relationship differed by gender. In particular, living with neither parent was negatively associated with educational participation. The study demonstrates that family arrangements can have consequences for young people’s developmental opportunities in Nigeria.

Evidence from Southwestern Nigeria further demonstrates the complexity of family arrangements among adolescents. Ijadunola et al. (2017) investigated schooling among adolescents living in skipped-generation households in Ile-Ife, Nigeria, where grandparents assume parenting responsibilities in the absence of parents. Their study of 408 secondary-school adolescents found that a substantial proportion lived in skipped-generation households, illustrating the existence of alternative caregiving arrangements within Nigerian communities. Such arrangements may provide valuable care and financial support, but they may also involve changes in parental supervision and intergenerational relationships.

More recent Nigerian evidence also indicates that family structure and family functioning remain relevant to adolescent outcomes. Bello, Falana, Ogunlade and Adarabioyo (2026), in a study of secondary-school adolescents in Ado-Ekiti, reported that family functioning was significantly associated with adolescent well-being. Although two-parent families were the most common family arrangement in their study, a considerable proportion of adolescents experienced poor family functioning. Their findings reinforce the argument that the quality of relationships and functioning within families deserves attention alongside the formal structure of the household.

The issue is also relevant to adolescents’ educational adjustment. Lawrence et al. (2023) examined dropout risk among school-going adolescents in Ibadan Municipality, Oyo State, and found significant relationships between family structure, mental health, self-esteem and dropout risk. The study demonstrated that family circumstances can intersect with psychological and educational factors in shaping adolescent experiences in school.

Ikorodu Local Government Area of Lagos State provides an important setting for studying these issues. Ikorodu is a rapidly developing urban and semi-urban area characterised by population growth, migration, expanding residential communities and increasing participation in formal employment and commercial activities. These social and economic developments can affect family life by altering parental work patterns, household responsibilities, living arrangements and the amount of time parents spend with adolescents. For secondary-school students, these changes may influence the extent of parental supervision, communication, emotional support and participation in their everyday lives.

Secondary schools in Ikorodu bring together adolescents from different family backgrounds. Some students may come from stable two-parent households, while others may live with single parents, grandparents, step-parents, relatives or caregivers. Some may also have experienced parental separation, divorce, death or prolonged parental absence. These differences may create variations in the social experiences of students, including their ability to relate with peers, participate in school activities, resolve conflicts, demonstrate responsible behaviour and adapt to social expectations.

It is important, however, to avoid assuming that adolescents from particular family structures will automatically experience poor social development. A stable family structure can still be characterised by conflict, neglect or ineffective parenting, while a single-parent, extended or stepfamily can provide strong emotional support, supervision and positive socialisation. The central issue is therefore the relationship between changing family arrangements and the social experiences of adolescents, including the family processes through which care, communication, discipline and emotional support are provided.

The growing diversity of family arrangements makes it necessary to examine how adolescents in specific Nigerian communities experience family change. Much of the established literature on family structure and adolescent development has been generated outside Nigeria, while Nigerian studies have frequently focused on academic performance, delinquency, health, dropout or other specific outcomes. There remains a need for location-specific research that directly examines changing family structures and the broader social development of adolescents in secondary schools. The present study therefore focuses on selected secondary schools in Ikorodu Local Government Area of Lagos State in order to examine how changing family structures relate to the social development of adolescents.

1.2 Statement of the Problem

The family is expected to provide adolescents with emotional security, guidance, discipline, supervision, social support and opportunities to learn appropriate social behaviour. However, changes in family formation and living arrangements have made the social environment of many adolescents increasingly diverse. Separation, divorce, single parenthood, remarriage, parental migration, death, economic pressures and the increasing involvement of grandparents or other relatives in childrearing can alter the nature of adolescents’ relationships with their parents and caregivers.

One major concern is that family transitions may disrupt the continuity of socialisation. When adolescents move between households or experience changes in caregivers, they may have to adjust to new rules, expectations, relationships and patterns of discipline. Such changes can create emotional and social challenges, particularly when they are accompanied by parental conflict or reduced parental involvement. Research has linked family structure and transitions with differences in adolescent behavioural, emotional and educational outcomes, although the effects vary according to family processes and the quality of relationships within the household (Amato, 2010; Cavanagh & Huston, 2008).

Another problem is the possibility of inadequate parental supervision and communication. Adolescents require increasing independence, but this does not eliminate the need for parental guidance. UNICEF (2020) emphasises that social and emotional development during adolescence is influenced by parenting and relationships with parents, peers and the community. Where family changes reduce communication, supervision or emotional availability, adolescents may increasingly depend on peers or other social influences for guidance. This may affect their social behaviour, decision-making, conflict management and adjustment to school life.

The problem is particularly relevant in Nigeria, where traditional systems of extended-family support are undergoing transformation. Wusu and Isiugo-Abanihe (2006) observed that traditional kinship ties and childrearing arrangements among the Ogu of Southwestern Nigeria were experiencing strain. Similarly, Ijadunola et al. (2017) documented the presence of skipped-generation households among adolescents in Ile-Ife, demonstrating that grandparents may increasingly assume parenting responsibilities. While such arrangements can provide valuable support, they also indicate that adolescents may experience significant changes in their primary caregiving relationships.

Empirical evidence from Nigeria also shows that family structure is associated with important youth outcomes. Odimegwu et al. (2017) found significant relationships between family structure and educational outcomes among Nigerian youth, with notable gender differences. Lawrence et al. (2023) further found significant relationships involving family structure, mental health, self-esteem and dropout risk among adolescents in Ibadan. These findings indicate that the family environment remains an important factor in understanding the experiences of Nigerian adolescents.

Despite these findings, there is still insufficient evidence specifically concerning the social development of secondary-school adolescents in Ikorodu Local Government Area. Existing studies in Nigeria have examined different dimensions of family structure, including educational outcomes, dropout, well-being and schooling, but fewer studies have specifically investigated how changing family structures relate to adolescents’ social competencies, interpersonal relationships, emotional adjustment, cooperation, responsibility and peer interaction within the school environment.

The problem is therefore not simply that family structures are changing, but that the implications of these changes for adolescent social development are not sufficiently understood at the local level. Teachers and school counsellors may encounter students displaying withdrawal, aggression, poor peer relationships, low confidence, indiscipline or difficulty adapting to school expectations without fully understanding the family circumstances that may contribute to such behaviours. Without adequate evidence, interventions may focus only on the adolescent while overlooking important family-related factors.

Consequently, there is a need for empirical investigation into the relationship between changing family structures and the social development of adolescents in secondary schools in Ikorodu Local Government Area. Understanding this relationship can provide useful evidence for parents, teachers, counsellors, school administrators and other stakeholders seeking to support adolescents from diverse family backgrounds. This study is therefore designed to examine changing family structures and the social development of adolescents in selected secondary schools in Ikorodu Local Government Area, Lagos State.

1.3 Purpose of the Study

The main purpose of this study is to examine the relationship between changing family structures and the social development of adolescents in selected secondary schools in Ikorodu Local Government Area, Lagos State.

Specifically, the study seeks to:

1. examine the major forms of changing family structures experienced by adolescents in selected secondary schools in Ikorodu Local Government Area;
2. assess the level of social development among adolescents in the selected secondary schools;
3. determine the relationship between family structure and adolescents’ interpersonal relationships;
4. examine the relationship between family structure and adolescents’ emotional and social adjustment

1.4 Research Questions

The following research questions will guide the study:

1. What are the major forms of changing family structures experienced by adolescents in selected secondary schools in Ikorodu Local Government Area?
2. What is the level of social development among adolescents in the selected secondary schools?
3. What relationship exists between family structure and adolescents’ interpersonal relationships?
4. What relationship exists between family structure and adolescents’ emotional and social adjustment?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no significant relationship between changing family structures and the social development of adolescents in selected secondary schools in Ikorodu Local Government Area, Lagos State.

1.6 Significance of the Study

The study will be useful to parents and caregivers because it will provide greater understanding of the importance of stable relationships, communication, supervision and emotional support in the social development of adolescents. The findings may encourage parents to maintain constructive relationships with adolescents even when family circumstances change.

The study will also benefit teachers and school counsellors. Understanding the relationship between family structure and adolescent social development may help them identify students who require additional social or emotional support. School counsellors may use the findings in designing counselling programmes that address family transitions, peer relationships, communication, self-confidence and responsible behaviour.

School administrators may also benefit from the findings by developing programmes that promote positive social adjustment among students from diverse family backgrounds. Such programmes may include counselling services, parent-school engagement activities, peer-support programmes and social development initiatives.

The findings may be useful to government agencies and educational policymakers in designing policies and interventions that recognise the diverse family circumstances of Nigerian adolescents. Evidence from the study may contribute to policies relating to child welfare, family support, school counselling and adolescent development.

Finally, the study will contribute to the academic literature on family structure and adolescent development in Nigeria. It will provide location-specific evidence from Ikorodu Local Government Area and may serve as a reference for researchers undertaking further studies on family change, adolescent development, education and social adjustment.

1.7 Scope of the Study

The study focuses on Changing Family Structures and the Social Development of Adolescents. Geographically, the study is restricted to selected secondary schools in Ikorodu Local Government Area of Lagos State, Nigeria.

The study will focus on adolescents enrolled in the selected secondary schools. The major areas of interest will include family structure, parental involvement, family transitions, interpersonal relationships, peer interaction, emotional adjustment, social responsibility and participation in school activities.

The study will not attempt to examine every factor that may influence adolescent social development. Factors such as school resources, socioeconomic status, personality characteristics, neighbourhood conditions and mass media may influence adolescent development but will only be considered where relevant to the interpretation of the findings.

1.8 Operational Definition of Terms

Adolescents: Young people within the adolescent developmental period who are enrolled as students in the selected secondary schools for the purpose of this study.

Changing Family Structures: Changes in the composition or living arrangements of a family, including separation, divorce, single parenthood, remarriage, stepfamily arrangements, parental absence, grandparent-led households and other changes in caregiving arrangements.

Family Structure: The composition and arrangement of individuals who constitute the household or provide primary care and support for an adolescent.

Parental Involvement: The extent to which parents or primary caregivers participate in an adolescent’s education, social life, emotional development, supervision and general welfare.

Social Development: The process through which adolescents acquire interpersonal, emotional, behavioural and social competencies that enable them to relate effectively with others and participate responsibly in family, school and community life.

Social Adjustment: The ability of an adolescent to adapt appropriately to social expectations, relationships and situations within the family, school and wider community.

Interpersonal Relationships: The relationships adolescents establish and maintain with parents, siblings, peers, teachers and other significant individuals.

Peer Interaction: The way adolescents communicate, cooperate, relate and participate with other students of similar age or social status.

Secondary School: An educational institution providing post-primary education to students, including adolescents, within the Nigerian educational system.

Family Transition: A significant change in family composition or living arrangement, such as parental separation, divorce, remarriage, death, migration or movement into a different caregiving arrangement.

Project – Changing Family Structures and the Social Development of Adolescents: A Study of Selected Secondary Schools in Ikorodu Local Government Area, Lagos State