Inter-parental conflict affects adolescent behavior and has severeconsequences for the emotional security and academic performance of adolescents. Aim:
This research paper aims to explore the relationship between emotional security andtheperception of adolescents’ inter-parental conflict and their academic achievement. Design:
The study adopted the descriptive correlational design. Setting: Two schools for girls (El- Obour Secondary School for Girls and Asmaa Bent Abi Bakr Secondary School for Girls)
are the only two governmental secondary schools in El-Obour city. Sample: Asimplerandom sample (N=283) was taken from the above setting. Tools: Data collection dependedon four tools: The first was a two-part structured interview questionnaire: Part I coveredthestudents’ socio-demographic data, whereas part II comprised the family’s socio-demographicdata. The second tool was the Children’s Perception of Inter Parental Conflict (CPIC) Scale, the third tool was the security in the Family System Scale (SIFS), and the fourth tool was theAcademic Achievement Scale. Results: Less than half of the studied students had a moderateperception of inter-parental conflict, more than one-quarter had a low level of securityinfamily, and more than half had an unsatisfactory level of academic achievement. Conclusion:
Inter-parental conflict positively correlated with psychological well-being and academicachievement among students. Recommendation: Conducting periodical workshops for
school students to help express their emotions and intervention programs for students andparents to enable them to be more adaptive.