Despite the growing divorce rate, little Canadian research has studied the effects of divorce on the school adjustment, education achievement, self-concept, and school absenteeism of children. To examine these effects, data were collected on second- through eighth-grade children from separated families. Mothers (N=16) were interviewed and the children (N=21) completed the Piers-Harris Children's Self-Concept Test and the Wide Range Achievement Test. School achievement and ability of the children and of a matched group of 21 children from intact families were rated by teachers who also completed the Walker Problem Behavior Identification Checklist for each child. All children completed the Draw-a-Person Test. Teachers rated 50 percent of the children from separated families as achieving below grade placement compared to 29 percent of their two-parent peers. The results on the Draw-a-Person Test identified 33 percent of the children from separated families as being disturbed compared to 14 percent of the children from intact families. The teachers rated children from separated families as significantly higher in school problem behaviors than children from intact families, with a significant difference between the two groups in acting-out behavior. These findings support United States studies which found that children from separated families showed significantly more school-related problems than did children from intact families. Teachers and counselors need effective intervention programs to help children of separated families cope with their new family life. (NRB)