Migración parental y la incidencia en la funcionalidad familiar de estudiantes de 1ro 2do y 3ro de Bachillerato General Unificado de la Unidad Educativa “Herlinda Toral” de la Cuidad de Cuenca, Ecuador. Periodo septiembre 2024 – febrero 2025

Abstract

Parental absence not only limits parents active participation in their children's academic and social development but also disrupts communication, organization, and family roles within the household. As a result, students may experience emotional difficulties, an overload of responsibilities, and a sense of disconnection that affects their overall well-being. The general objective of this study was to analyze the impact of parental migration on the family functionality of first-, second-, and third-year high school students at “Herlinda Toral” Educational Institution. The research followed a quantitative approach, with a descriptive scope and a non- experimental, cross-sectional design. The study population consisted of 74 students who are children of migrant parents. The results of the structured questionnaire indicate that parental migration has a significant impact on students, particularly in terms of family structure and assumed responsibilities. In most cases, the father is the one who has emigrated the most, accounting for 75.9%, leaving students under the care of siblings, grandparents, or other relatives. Despite these changes, the relationship with caregivers generally remains positive, as 86.2% of students describe their bond as “good” or “excellent.”. Regarding the Family System Evaluation Questionnaire (FSEQ), the findings reveal that, although the percentages of high-risk communication with both parents are relatively low, the impact on communication with the father (24.1%) is greater than with the mother (6.9%).