Project – The Influence of Parental Neglect on the Social and Emotional Development of Adolescents: A Study of Selected Secondary Schools in Aba, Abia State.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Adolescence is a significant stage of human development characterised by rapid physical, cognitive, psychological, social and emotional changes. The World Health Organization (WHO, 2025) identifies adolescence as a formative period during which young people develop important habits, interpersonal skills and emotional responses that can influence their well-being throughout life. During this period, adolescents gradually develop their identities, establish relationships outside their immediate families and become increasingly concerned about acceptance, independence and personal achievement. These developmental tasks require appropriate guidance, affection, supervision and emotional support from parents and other significant adults. According to UNICEF (2021), parents play an essential role in helping adolescents navigate developmental changes by adapting their parenting practices to their children’s evolving needs. Consequently, the quality of parental involvement during adolescence is an important consideration when examining young people’s social and emotional development.

Parental neglect is a form of inadequate caregiving that occurs when parents or caregivers fail to provide the necessary attention, supervision, protection, affection or other essential support required for a child’s well-being. It may involve physical neglect, educational neglect, inadequate supervision or emotional neglect. Emotional neglect is particularly relevant to adolescent development because it involves the persistent failure to respond appropriately to a child’s emotional needs, including the need for affection, encouragement, understanding and reassurance. UNICEF (2024) explains that neglect may occur when caregivers fail to meet adolescents’ basic needs, including emotional support, education, safety, adequate shelter and appropriate supervision. Such neglect may arise from different circumstances, including inadequate parenting skills, insufficient support or other family difficulties. The World Health Organization (WHO, 2023) also recognises the importance of strengthening parenting practices and parent-child relationships as part of efforts to prevent maltreatment and promote children’s well-being. Therefore, parental neglect should be examined not only in terms of the physical resources provided to adolescents but also in relation to the emotional availability and supportive relationships they experience at home.

Social development refers to the process through which individuals acquire the abilities, attitudes and behaviours needed to interact appropriately with other people and participate in social relationships. During adolescence, relationships with friends, classmates, teachers and other members of the community become increasingly important. Adolescents learn to cooperate, communicate, manage disagreements, establish friendships and understand social expectations. However, inadequate parental attention may deprive some adolescents of opportunities to develop these abilities within a supportive family environment. A systematic review by Haslam and Taylor (2022) found that child neglect, particularly emotional neglect, was associated in a number of reviewed studies with poorer peer relationship quality, while the review also identified evidence connecting neglect with deviant peer affiliation and gang involvement. These findings indicate that neglect may have implications for how adolescents establish and maintain relationships. Nevertheless, the nature and strength of these relationships can vary, making it necessary to investigate parental neglect within particular social and educational settings rather than assume that all adolescents experience identical outcomes.

Emotional development involves the ability to recognise, understand, express and regulate feelings while developing a stable sense of self and maintaining appropriate relationships with others. Adolescents may experience feelings of anxiety, sadness, frustration, insecurity and confusion as they respond to developmental changes and increasing social expectations. Supportive parental relationships can provide opportunities for adolescents to discuss their concerns, receive reassurance and develop constructive ways of managing difficult emotions. The WHO (2025) identifies emotional regulation, interpersonal skills, coping abilities and supportive environments as important considerations in adolescent mental health and well-being. Similarly, UNICEF (2021) emphasises the importance of developmentally appropriate parenting that enables parents to respond effectively to adolescents’ changing needs. When parents are persistently unavailable or unresponsive to their children’s emotional experiences, adolescents may have fewer opportunities to receive the guidance and reassurance that support healthy emotional development. This makes emotional neglect an important issue for research into adolescent adjustment and well-being.

The relationship between parental neglect and adolescent development has also received attention in empirical research. Haslam and Taylor (2022), in their systematic review of 21 articles, examined the relationship between child neglect and adolescent interpersonal functioning. Their findings indicated that approximately half of the studies investigating peer relationship quality identified an association between neglect, particularly emotional neglect, and reduced relationship quality. The review also reported consistent evidence linking neglect with increased risk of gang involvement and affiliation with deviant peers. In another systematic review, Feeney et al. (2024) examined research on parental deprivation- and threat-related experiences, emotion-related neurocircuitry and externalising behaviour among young people. Their work highlights the relevance of examining early caregiving experiences alongside emotional and behavioural outcomes. Although these reviews provide useful evidence, they do not establish that parental neglect inevitably produces social or emotional difficulties in every adolescent. Individual characteristics, supportive relationships outside the home and wider environmental circumstances may also contribute to developmental outcomes.

The family environment is not the only setting in which adolescent development occurs. Schools, peer groups and the wider community can provide important opportunities for social interaction, emotional learning and access to support. Secondary schools, in particular, bring adolescents into regular contact with classmates and teachers while exposing them to academic expectations, group activities, friendships and interpersonal challenges. The WHO (2025) identifies schools, families and communities as important settings for promoting adolescent mental health and socio-emotional development. UNICEF (2024) also notes that possible indicators of neglect may include social withdrawal and difficulties with communication or social skills, although such indicators should not be treated as proof of neglect without appropriate assessment. Teachers and school counsellors may therefore be well positioned to observe certain difficulties and provide appropriate support, while recognising that adolescent behaviour can have multiple explanations. Understanding the interaction between family experiences and school life is consequently important when investigating the social and emotional development of secondary school students.

In Aba, Abia State, secondary school students form part of a population whose social and emotional experiences warrant systematic investigation. Adolescents in this setting may encounter different family circumstances, parenting practices, educational demands and peer relationships. However, it would be inappropriate to assume that parental neglect is widespread in Aba or that students in the area experience particular developmental problems without supporting local evidence. The WHO (2023) recommends that parenting interventions and support for caregivers of children and adolescents should be considered within efforts to strengthen parent-child relationships and prevent maltreatment. UNICEF (2021) similarly emphasises the need for parenting approaches that respond to adolescents’ developmental needs. Against this background, the present study focuses on selected secondary schools in Aba, Abia State, to investigate the influence of parental neglect on adolescents’ social and emotional development. By examining students’ experiences within the selected schools, the study seeks to provide context-specific information that may assist parents, teachers, school counsellors and other relevant stakeholders in understanding the relationship between parental care and adolescent development.

1.2 Statement of the Problem

Adolescence is a developmental period during which young people require appropriate guidance, emotional reassurance, supervision and opportunities to develop healthy relationships. However, some adolescents may experience inadequate parental attention, limited emotional support, insufficient supervision or a lack of meaningful communication with their caregivers. UNICEF (2024) identifies failure to meet adolescents’ needs for emotional support, affection, education and safety as possible forms of neglect. When such experiences persist, they may become relevant to adolescents’ ability to establish relationships, respond to social challenges and manage their emotions. The concern is therefore not simply whether parents provide material necessities, but whether adolescents receive the broader forms of care and support required for their development.

A further problem concerns the possible social consequences of inadequate parental care. Adolescents who experience neglect may encounter difficulties in forming trusting relationships, maintaining friendships or responding constructively to peer pressure. Haslam and Taylor (2022) reported associations between neglect and poorer peer relationship quality in a proportion of the studies included in their systematic review, alongside evidence linking neglect with deviant peer affiliation and gang involvement. These findings provide a basis for investigating social development in relation to parental neglect. Nevertheless, the existence of such associations in previous studies does not establish the prevalence or nature of these experiences among secondary school students in Aba. Local investigation is required to determine whether and how parental neglect relates to the social experiences of adolescents in the selected schools.

The emotional dimension of the problem is equally important. Adolescents need supportive relationships in which they can communicate their concerns, receive encouragement and learn constructive ways of managing their feelings. Inadequate emotional responsiveness from parents may be associated with emotional difficulties, although such difficulties can also arise from other family, school, personal and environmental circumstances. The WHO (2025) identifies supportive family, school and community environments as important for adolescent mental health, while Feeney et al. (2024) examined the relationship between parental deprivation- and threat-related experiences and emotion-related and externalising outcomes among young people. These findings make it necessary to examine whether parental neglect is associated with emotional development among adolescents in the study area rather than presuming a direct or uniform effect.

Although existing research provides evidence of relationships between neglect and aspects of adolescent interpersonal, emotional and behavioural functioning, findings from international reviews cannot automatically be generalised to students attending secondary schools in Aba, Abia State. There is a need for context-specific evidence concerning the forms of parental neglect experienced by students in the selected schools and how these experiences relate to their social relationships and emotional development. Without such evidence, parents, teachers, school counsellors and other stakeholders may have limited information on the nature of the problem within the study population. It is against this background that this study seeks to investigate the influence of parental neglect on the social and emotional development of adolescents in selected secondary schools in Aba, Abia State.

1.3 Purpose of the Study

The main purpose of this study is to investigate the influence of parental neglect on the social and emotional development of adolescents in selected secondary schools in Aba, Abia State.

Specifically, the study seeks to:

1. Examine the forms of parental neglect experienced by adolescents in the selected secondary schools in Aba, Abia State.
2. Determine the influence of parental neglect on the social development of adolescents in the selected secondary schools.
3. Examine the relationship between parental neglect and the emotional development of adolescents in the selected secondary schools.
4. Identify measures that could help reduce parental neglect and promote the healthy social and emotional development of adolescents in the selected secondary schools.

1.4 Research Questions

The following research questions will guide the study:

1. What forms of parental neglect are experienced by adolescents in the selected secondary schools in Aba, Abia State?
2. How does parental neglect influence the social development of adolescents in the selected secondary schools?
3. What is the relationship between parental neglect and the emotional development of adolescents in the selected secondary schools?
4. What measures could help reduce parental neglect and promote the healthy social and emotional development of adolescents in the selected secondary schools?

1.5 Research Hypothesis

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

H₀: There is no statistically significant relationship between parental neglect and the social and emotional development of adolescents in selected secondary schools in Aba, Abia State.

1.6 Significance of the Study

The findings of this study may be significant to the following groups:

Parents and caregivers: The study may increase awareness of the importance of parental attention, emotional support, communication and appropriate supervision during adolescence. It may also encourage parents to recognise that adolescent development involves emotional and social needs in addition to material provision.

Adolescents: The study may contribute to a better understanding of the social and emotional challenges associated with inadequate parental care. Its findings may also help relevant stakeholders identify areas where adolescents require additional guidance and support.

Teachers and school counsellors: The findings may provide useful information for understanding students’ social relationships and emotional experiences. They may also assist teachers and counsellors in identifying situations that warrant supportive intervention, appropriate counselling or referral to relevant services.

School administrators: The study may provide information that can support the development of student-welfare initiatives, guidance and counselling programmes, and school-based activities that promote positive social relationships and emotional well-being.

Government and child-welfare agencies: The findings may offer context-specific information that could inform discussions about parenting education, child protection, adolescent support services and collaboration between schools, families and relevant agencies.

Researchers and students: The study may contribute to the literature on parental neglect and adolescent development, particularly within the context of secondary education in Aba, Abia State. It may also provide a basis for further research on parenting practices, adolescent well-being and school-based support.

1.7 Scope of the Study

The study is limited to the influence of parental neglect on the social and emotional development of adolescents in selected secondary schools in Aba, Abia State. Its content scope covers the forms of parental neglect experienced by adolescents, the relationship between parental neglect and social development, the relationship between parental neglect and emotional development, and possible measures for reducing neglect and supporting adolescent well-being.

The geographical scope is Aba, Abia State, Nigeria, while the population of interest comprises adolescents attending the selected secondary schools. The particular schools, classes, sample size and age range of respondents will be specified in the methodology chapter after the study population and sampling arrangements have been established.

1.8 Operational Definition of Terms

Parental Neglect: In this study, parental neglect refers to inadequate parental or caregiver attention to an adolescent’s essential needs, including emotional support, supervision, guidance, protection and educational support.

Social Development: This refers to the development of adolescents’ ability to establish and maintain relationships, communicate with others, cooperate with peers, manage interpersonal disagreements and participate appropriately in social activities.

Emotional Development: This refers to the development of adolescents’ ability to recognise, express and regulate emotions, develop a sense of self-worth, cope with challenges and respond appropriately to emotional experiences.

Adolescents: These are young people within the adolescent age range who are enrolled in the selected secondary schools for the purpose of this study. The precise age range and class levels included in the research will be specified in the methodology chapter.

Secondary Schools: These refer to the selected post-primary educational institutions in Aba, Abia State, from which respondents will be drawn for the study.

Influence: In this study, influence refers to the nature and extent of the relationship between parental neglect and the social and emotional development of adolescents, as examined through the study’s research instruments and data analysis.

Project – The Influence of Parental Neglect on the Social and Emotional Development of Adolescents: A Study of Selected Secondary Schools in Aba, Abia State.