This study explores the relationship between dysfunctional family dynamics and student academic performance in Costa Rica. The research aims to understand how different family structures and patterns of dysfunction alter academic outcomes, identifying specific factors that contribute to lower academic performance. A mixed-methods approach was used, combining quantitative surveys and qualitative interviews with a sample of 150 participants, including students, parents, and teachers from urban and rural schools.The results show that students from dysfunctional families often face significant emotional and psychological challenges, such as lack of parental support, inconsistent discipline, and increased levels of stress and anxiety, all of which negatively impact academic progress.

The findings highlight the essential role of a stable home environment and emphasize the need for interventions to provide emotional and academic support for affected students. This research emphasizes the importance of implementing comprehensive educational and social support programs tailored to mitigate the negative effects of family dysfunction on student achievement. In addressing these challenges, the study advocates for policy measures that promote holistic well-being and student success in the education system.

Keywords: Dysfunctional families, academic performance, student achievement, family dynamics, emotional challenges, psychological challenges, parental support, discipline, stress, anxiety, educational outcomes, mixed-methods, interventions, social support systems, educational policies.