Instrumentalization of Children's Activity in the Post-Soviet School as a Factor of Family Conflicts

Introduction: School as a Stage for Mediated Parental Conflict

In the post-Soviet socio-cultural space, general education school often performs functions far beyond academic learning. In situations of family breakdown and subsequent judicial disputes over the child's (more often — daughter's) place of residence and the order of communication, the school may inadvertently or consciously become an instrument in the hands of one of the parents, usually the mother living with the child. The process of building a "loyalty file" through certificates, concerts, and other extracurricular activities of the child represents a complex socio-pedagogical phenomenon based on the specificity of institutional relationships, gender stereotypes, and legal illiteracy.

1. Institutional Premises: Why Does the School Become an "Ally" of the Mother?

Administrative and communicative access. The parent with whom the child lives (in 85-90% of cases, the mother) has daily physical and communicative contact with the class teacher, administration. They bring and pick up the child, attend meetings, and promptly resolve current issues. This creates a natural coalition of "mother-teacher" based on logistics and regular interaction. The father, living separately, often has access only to a formal channel of communication, which marginalizes his position in the school ecosystem.

Unspoken gender agenda. In post-Soviet pedagogical culture, inherited from the Soviet era, the stereotype of the mother as the "natural" and main agent of upbringing persists, while the father is often perceived as a supplementary, disciplinary, or financial figure. School staff, mostly women, often project this model onto their relationships with the family, inadvertently taking the side of the mother in the conflict.

Practice of "single contact person". In order to simplify administrative procedures, the school often recognizes only one "official" representative — the one who is registered first in the documents, who regularly attends. This simplifies the work but automatically excludes the second parent from the information field and decision-making processes concerning the child's extracurricular activities.

2. Mechanisms of Forming a "File": Certificates, Concerts, Activity as Capital

In itself, successful extracurricular activity of a child is a positive phenomenon. However, in the context of a conflict, it can be instrumentalized to create a certain narrative in court or child welfare authorities.

Creating the appearance of "full-fledged" development. Active participation in olympiads, competitions, concerts, performances, organized and supervised by the living parent, is intended to demonstrate to the court and child welfare authorities that the child is "harmoniously developing" in this environment, socially adapted, and emotionally well-adjusted. Certificates and diplomas become tangible evidence of this well-being. At the same time, the contribution of the second parent (financial, organizational, moral) to these achievements may be ignored or downplayed.

Control over the schedule and creating a "time deficit". A tight, minute-by-minute extracurricular schedule (rehearsals, additional classes, clubs) serves as an objective (on paper) basis for limiting time with the father. The classic wording: "He (the father) wants to pick her up on weekends, but we have a rehearsal on Saturday and a competition on Sunday. Can't we deprive the child of development for the sake of meetings?" In this way, the child's right to development (which is provided by the mother) is opposed to the right to communicate with the father.

Forming the "correct" social environment and opinion. Teachers and educators, regularly seeing an involved mother and a successful child, naturally form a positive opinion about them. When requesting character references from the court or child welfare authorities, these opinions are formalized in official documents where the exceptional role of the mother in the child's achievements is emphasized. A teacher who does not see the father and does not delve into the details of the family conflict becomes an involuntary witness "on the side" of the mother.

Emotional attachment of the child to the environment. Through immersion in school and extracurricular activities, where the central figure of support is the mother, the child forms a stable emotional connection specifically with this environment as a source of success, recognition, and positive emotions. The thought of changing this environment (for example, in case of a possible move to the father) may cause the child (and importantly, the court) to fear "losing what has been achieved".

3. Legal and Psychological Consequences

Courts and child welfare authorities: The presented certificates, character references about the "deep involvement of the mother in the life of the school," and a busy child's schedule indeed influence decisions. Judges, overloaded with cases and often sharing the same social stereotypes, tend to view this "package of achievements" as evidence of the quality of the mother's fulfillment of parental responsibilities. The alternative viewpoint of the father may be presented weaker since his connection with school life is mediated.

Psychological pressure on the child: The child finds himself in a situation of internal conflict of loyalties. On one hand — love for the father, on the other — fear of disappointing the mother, not attending an important rehearsal, or not performing at a concert she has so prepared. This pressure, even unspoken, forms a sense of guilt in the child and may force him to voluntarily refuse visits with the father, which is then used by the mother in court as "the child's own opinion".

Marginalization of the father's role: The process leads to further exclusion of the father from the child's life, reducing his role to a "Sunday entertainment" devoid of meaningful content, joint effort, overcoming difficulties (preparation for a competition), and sharing responsibility.

Important fact: Research (for example, the works of sociologist I.S. Konda) show that in post-Soviet practice, courts, when determining the child's place of residence after a divorce, leave him with the mother in the overwhelming majority of cases, even if the father objectively has comparable resources for upbringing. The instrumentalization of the child's school success becomes an additional, almost incontestable argument in this established practice.

4. Ways to Neutrality of the School and Protection of the Child's Rights

The problem is systemic, and its solution lies in several aspects:

Legal education of schools: The administration and teachers must clearly realize their neutral, official role. The issuance of character references should be strictly objective, describing the interaction with both legal representatives if they show initiative.

Formal consolidation of equal access: It is necessary to legally or through internal regulations (school charters) to establish the right and obligation of the school to inform both parents about the child's achievements, problems, and events, unless otherwise established by the court (removal of parental rights, limitation of rights).

Judicial practice: Judges need to require not just a "list of certificates," but to analyze the real contribution of each parent to these achievements, as well as to consider whether the activity is used to artificially limit communication with the second parent. Appointing a comprehensive psychological-pedagogical expertise can help distinguish the true interests of the child from manipulative strategies.

Position of the father: The father needs to show persistent but correct activity in school life to counteract this strategy: attend meetings (possibly together with the mother), directly interact with teachers, offer his help, record his participation. Passivity plays into the hands of the opposing side.

Conclusion: Between Development and Manipulation

Thus, the post-Soviet school, due to its institutional culture and practices, can indeed become a platform for indirect and sometimes direct influence of one parent (usually the mother) on the outcome of judicial disputes. Children's activity, being itself an unconditional good, can be turned into symbolic capital in the fight for the child.

The key issue is not the presence of certificates and concerts, but the monopolization of control over the narrative of the child's success and the use of this control to exclude the second parent. Resolving this situation requires the school to consciously move towards greater professional reflection and neutrality, and the legal system to more subtle tools for analyzing the real quality of parental involvement, going beyond formal lists of achievements. The true interest of the child must always remain at the center, which includes not only the development of talents but also the right to love and upbringing from both parents.

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