Grandparenting and Mental Health in Childhood: Relational Dynamics During School Life
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26299.063Abstract
This study examines the experiences, contributions, and challenges of grandmothers involved in the schooling of their grandchildren aged 6 to 10 years at an educational institution in Medellín, Colombia. Methodology: an applied qualitative study was conducted using a phenomenological-interpretive approach with the participation of nine grandmothers. Results: grandmothers foster emotional bonds with their grandchildren through emotional support, caregiving, teaching, and shared time. Their motivation to provide academic support stems from both positive life experiences and adverse experiences they seek to avoid repeating. Within the educational context, they face challenges related to schoolwork, emotional regulation, boundary setting, and assuming caregiving responsibilities despite their own health conditions. Conclusions: grandmothers play a fundamental role in raising their grandchildren by providing affection and comprehensive support. However, they also face challenges associated with academic limitations, emotional demands, and physical exhaustion, all of which affect their well-being. Despite these difficulties, they find meaning in this intergenerational relationship, highlighting the need for greater institutional support to strengthen their role in promoting their grandchildren's academic and personal development.
Keywords: Grandparenting. Emotional bond. Caregiving. Education. School context.
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