TEACHERS ASSESSMENT OF CHILDREN OF DIVORC E IN ELEMENTARY-SCHOOL - DEFICITS AND REACTIONS

64 elementary school teachers selected from their classes a child of d ivorced parents and a child of non-divorced parents by a random proced ure, Both children were rated by identical scales along the following dimensions: Achievement behavior (level of performance, performance-ab ility relation, motivation, coping with failure, concentration), socia l behavior (aggression, integration), emotionality (positive emotions, activity and social openness), and health. In all scales children of divorced parents were rated much more unfavorable than children of non -divorced parents. The question, whether these differences are reality -based or the results of teacher stereotypes is discussed in favor of the first option. Further, how teachers find out about the divorce of parents and how they react, was assessed by questionnaires.