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Five Ways to Provide Children Stability While Living Between Two Homes

By John S. Collier, MSW, LCSW

When parents separate or divorce, one of the most significant changes for children is learning how to live between two homes. A child who once knew exactly where they would wake up each morning, where their belongings were kept, and who would be sitting at the dinner table may suddenly have to adjust to different bedrooms, schedules, expectations, and routines.

For adults, these arrangements may be described in terms of custody schedules, parenting time, visitation, or shared parenting. Children usually experience them much more personally. They may wonder, Where am I sleeping tonight? Did I leave my homework at Dad’s house? Will Mom be upset that I had fun with Dad? Who is picking me up from school? When will I see Mom again?

These questions illustrate an important principle: stability does not necessarily mean living in only one place. Stability means having enough predictability, emotional security, consistency, and dependable relationships that a child knows what to expect and knows that the adults responsible for them are going to continue caring for them.

The American Academy of Pediatrics (AAP) emphasizes that children’s adjustment following divorce or separation is influenced significantly by how parents interact before, during, and after the separation. Parents who place children’s needs ahead of their disagreements can make the transition easier. (HealthyChildren.org⁠)

Although every family is different, the following five strategies can help children develop a sense of security while living between two homes.

1. Create Predictable Routines in Both Homes

Children generally function better when they have some idea of what is going to happen next. Predictability creates a sense of security because children do not have to constantly anticipate changes.

The American Academy of Pediatrics recommends keeping children’s routines—including school, extracurricular activities, relationships, discipline, and responsibilities—as normal and unchanged as reasonably possible following separation or divorce. (American Academy of Pediatrics⁠)

This does not mean both homes must operate identically.

One parent may serve dinner at 5:30 while the other eats at 6:30. One household may allow television before bed while another prefers reading. Children are capable of understanding that different homes have somewhat different expectations.

However, having consistency around important areas can be helpful.

For example, parents might attempt to maintain reasonably similar expectations concerning:

  • Bedtime and wake-up routines
  • Homework and school attendance
  • Medication and healthcare
  • Personal hygiene
  • Screen time
  • Chores and responsibilities
  • School-night expectations
  • Behavioral boundaries

A predictable parenting schedule can also provide reassurance. A child who knows, “Dad picks me up every Wednesday after school,” experiences something very different from a child who regularly wonders, “I don’t know where I’m going tonight.”

Visual calendars can be especially useful for younger children. Parents can place a calendar somewhere the child can easily see it and use colors, pictures, or symbols to indicate which home the child will be staying in.

Most importantly, parents should make every reasonable effort to keep promises concerning parenting time. HealthyChildren.org specifically notes that predictable weekly or monthly schedules can be comforting and emphasizes the importance of parents following through on promised visits or time together. (HealthyChildren.org⁠)

Children do not need every day to be identical. They need the important people in their lives to be dependable.

2. Never Make the Child Choose Between Parents

One of the greatest emotional burdens adults can unintentionally place on children is making them feel responsible for choosing one parent over another.

Children generally want permission to love both parents.

A child should not have to evaluate whether talking positively about one parent will hurt the other parent’s feelings. Likewise, children should not become messengers, investigators, negotiators, or referees between adults.

The AAP advises parents not to force children to take sides and recommends keeping disagreements and adult conversations private rather than allowing children to become involved in parental conflict. (HealthyChildren.org⁠)

Parents should therefore avoid questions or statements such as:

  • “Who would you rather live with?”
  • “Does your dad’s girlfriend stay there?”
  • “Tell your mother she needs to pay me.”
  • “Your father cares more about his new family than you.”
  • “I guess you’d rather be at your mom’s house.”

Even when spoken during frustration, statements like these can create a loyalty conflict. The child may begin believing that loving one parent represents betrayal of the other.

A healthier message is:

“You are allowed to love both of your parents.”

Children should also be able to enjoy themselves in the other household without guilt. If a child returns from the other parent’s home excited about going camping, attending a ballgame, visiting grandparents, or celebrating a birthday, the receiving parent can simply share the child’s excitement.

The message becomes:

“You don’t have to protect my feelings. I’m glad you had a good time.”

That response provides tremendous emotional freedom. Parents do not have to like one another to protect their child’s relationship with each parent. The goal is not necessarily friendship between former partners. The goal is creating an environment in which children are not responsible for managing adult emotions.

3. Make Both Houses Feel Like Home

There is an important difference between visiting a parent and living with a parent. Whenever practical, children who regularly spend substantial time in two households should have a sense that they belong in both places. They should not feel like permanent guests arriving with luggage every few days. Something as simple as having their own toothbrush, pajamas, clothing, school supplies, toys, books, toiletries, and personal belongings can communicate:

“You belong here.”

If circumstances allow, give the child a designated personal space. It does not necessarily have to be a private bedroom. It might be a dresser, shelf, closet, toy box, desk, or special area where the child’s belongings remain when they leave. Allowing children to personalize their space can also increase their sense of ownership.

Let them choose:

  • Bedding
  • Pictures
  • Decorations
  • Stuffed animals
  • Books
  • Nightlights
  • Posters
  • Family photographs

Parents should also consider keeping commonly forgotten necessities in both homes. Children frequently moving clothing, chargers, school supplies, medications, sports equipment, and toiletries from one household to another can become frustrated and anxious.

Whenever financially possible, duplicating inexpensive necessities can reduce this burden. Adults sometimes unintentionally make children responsible for managing the logistics of shared parenting. A seven-year-old should not experience a crisis because they forgot their school shoes at the other parent’s house.

The adults should carry as much of the logistical responsibility as reasonably possible. This principle extends beyond physical belongings. Children need emotional belonging as well. Photographs of the other parent do not necessarily need to disappear from a child’s room simply because the parents are no longer together. Children should generally be allowed to talk about their other home, siblings, stepparents, grandparents, and experiences without feeling that certain subjects are forbidden. Two homes can be very different and still communicate the same fundamental message:

“This is your home, too.”

4. Protect Children From Adult Conflict

Parents do not have to agree about everything to successfully raise a child between two homes. They do, however, need to recognize that repeated exposure to adult conflict can make an already difficult transition significantly harder. AAP guidance recommends that parents discuss disagreements privately, avoid fighting where children can hear them, and refrain from involving children in parental arguments. (HealthyChildren.org⁠)

This includes more than face-to-face arguments. Children can also be exposed to conflict through:

  • Angry telephone conversations
  • Hostile text messages they are allowed to see
  • Social-media posts
  • Criticism from extended family members
  • Arguments during exchanges
  • Sarcastic comments
  • Questioning children about the other household
  • Asking children to deliver messages
  • Complaining about child support or finances

One particularly harmful dynamic occurs when the child becomes the communication system between parents.

  • “Tell your dad you’re staying here Friday.”
  • “Ask your mother why she hasn’t answered me.”
  • “Tell Dad you need money for your uniform.”

Children should not be responsible for carrying adult information across household lines.

Whenever possible, adults should communicate directly through phone calls, text messages, email, co-parenting applications, mediators, or other appropriate channels. When communication between parents is extremely difficult, reducing unnecessary interaction may sometimes be more realistic than attempting to create a close co-parenting relationship. The objective should remain the same: reduce the child’s exposure to conflict.

Parents can also make transitions deliberately uneventful. Exchanges do not need to become opportunities to revisit disagreements. A simple: “Have a great weekend. I love you. I’ll see you Monday.” may provide much greater security than an emotional goodbye followed by an argument in the driveway. Children watch adults carefully. When parents communicate that transitions are safe and manageable, children receive permission to experience them that way as well.

5. Give Children Permission to Talk About Their Feelings

A child can love both parents and still dislike living between two homes. Both things can be true. Children may experience sadness, anger, confusion, excitement, guilt, relief, anxiety, or frustration—and sometimes several of those emotions at once.

Younger children may have difficulty explaining these emotions verbally. Their distress may instead appear through tantrums, sleep difficulties, clinginess, regression, irritability, or changes in eating. School-aged children may demonstrate anger, distraction, academic problems, or mood changes. (HealthyChildren.org⁠)

Rather than immediately correcting the emotion, parents can become curious about it. If a child says:

“I hate going back and forth.”

A parent may instinctively respond:

“You shouldn’t say that. You’re lucky both of us love you.”

Although well intended, that response can close the conversation. A more supportive response might be:

“Going back and forth can be hard sometimes. What is the hardest part for you?”

Perhaps the problem is not the other parent at all. The child might say:

“I always forget my stuff.”

“I miss my dog.”

“I don’t sleep well there.”

“I hate packing.”

“I miss you when I’m gone.”

Now the parent has information that may lead to a practical solution. The AAP recommends giving children opportunities to express their feelings and helping them understand that they did not cause the divorce or separation. Children also benefit from reassurance that their parents’ love and care for them will continue. (American Academy of Pediatrics⁠) One of the most powerful messages a parent can repeatedly communicate is: “The problems between the adults are adult problems. You did not cause them, and you are not responsible for fixing them.”

Stability Is More Emotional Than Geographical

Parents sometimes fear that living between two homes automatically means children will have unstable lives. That does not have to be the case. A child’s stability is created through relationships, routines, expectations, emotional safety, and dependable caregiving—not simply through an address. Two homes can provide stability when the adults surrounding the child consistently communicate:

  • “You are safe.”
  • “You are loved.”
  • “You know what happens next.”
  • “You are allowed to love both parents.”
  • “The adults will handle the adult problems.”
  • “You can talk to me about how you feel.”

The transition following separation or divorce is a process rather than a single event, and children’s reactions may change as they grow and understand their family circumstances differently. The American Academy of Pediatrics therefore encourages parents and professionals to remain attentive to children’s emotional and behavioral responses over time. (American Academy of Pediatrics⁠)

Parents should pay particular attention to significant or persistent changes such as declining school performance, social withdrawal, severe anxiety, sleep disturbances, prolonged sadness, aggression, physical complaints without an obvious medical explanation, or other substantial changes in functioning. When concerns become significant, consultation with the child’s pediatrician or an appropriately qualified mental-health professional may be beneficial. (HealthyChildren.org⁠)

Ultimately, successful shared parenting is not measured by whether two households have identical rules, furniture, resources, or parenting styles. It is measured by whether the child experiences both homes as places where adults are dependable and love does not have to be divided. Children should never feel that they are carrying two separate lives in two separate suitcases. They should be able to understand something much healthier:

“I have one life, one childhood, and two places where I belong.”

References

American Academy of Pediatrics. (2016). Helping children and families deal with divorce and separation. Pediatrics, 138(6), e20163020. (American Academy of Pediatrics⁠)

American Academy of Pediatrics. (2016). Parting ways: New report on divorce addresses pediatricians’ role. AAP News. (American Academy of Pediatrics⁠)

HealthyChildren.org. (2026). Divorce and separation: How to help your child adjust. American Academy of Pediatrics. (HealthyChildren.org⁠)

Hetherington, E. M. (2005). Divorce and the adjustment of children. Pediatrics in Review, 26(5), 163–169. (American Academy of Pediatrics⁠)

Understanding the Differences Between an Individualized Education Plan (IEP) and a 504 Plan

For parents of children with disabilities or special needs, understanding the options available under federal laws can be crucial for ensuring that their child receives appropriate educational support. Two common frameworks—Individualized Education Plans (IEPs) and 504 Plans—offer accommodating and services for students, but they serve different purposes and fall under separate laws. This article explains the key differences to help parents make informed decisions about their child’s education.

Overview of IEPs and 504 Plans

What is an IEP?

An Individualized Education Plan (IEP) is a customized program created for students who qualify for special education under the Individuals with Disabilities Education Act (IDEA). This plan is designed to meet the unique needs of a student with a qualifying disability that impacts their ability to learn in a general education setting.

• Legal Framework: Governed by IDEA, a federal law ensuring services for students with disabilities (U.S. Department of Education, 2021).

• Eligibility: Requires a specific disability as defined under IDEA (e.g., autism, ADHD, speech/language impairments) that adversely affects educational performance.

What is a 504 Plan?

A 504 Plan provides accommodations to ensure that students with disabilities have equal access to education. Unlike an IEP, it does not include specialized instruction but focuses on removing barriers in the learning environment.

• Legal Framework: Governed by Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination based on disability (U.S. Department of Education, 2020).

• Eligibility: Covers a broader range of disabilities that substantially limit one or more major life activities, including learning.

Key Differences Between an IEP and a 504 Plan

Feature IEP 504 Plan

Law IDEA Section 504 of the Rehabilitation Act

Purpose Provides specialized instruction and related services. Provides accommodations to access the general education curriculum.

Eligibility Must have a qualifying disability under IDEA that impacts educational performance. Requires a disability that substantially limits one or more major life activities.

Services Includes specialized education services, therapies, and accommodations. Focuses solely on accommodations like extended time, preferential seating, or assistive devices.

Plan Development Developed by an IEP team, including parents, teachers, and specialists. Created by a school team, often with fewer formal requirements for input.

Review Process Reviewed annually, with a re-evaluation every three years. Typically reviewed annually but less formalized.

Examples of Support

IEP Services

• Specialized instruction in reading, math, or other subjects.

• Speech and language therapy.

• Behavioral interventions or supports.

• Physical or occupational therapy.

504 Plan Accommodations

• Extended time for tests and assignments.

• Preferential seating to reduce distractions.

• Access to assistive technology.

• Modified class schedules or reduced homework.

Which Plan is Right for My Child?

When to Consider an IEP

If your child has a disability that requires specialized instruction, an IEP might be the better option. This plan is tailored to address significant learning challenges and includes measurable goals and objectives to track progress.

When to Consider a 504 Plan

A 504 Plan may be appropriate for children who can succeed in a general education setting with specific accommodations. For example, a child with ADHD who needs extra time to complete tests but does not require specialized instruction could benefit from a 504 Plan.

How to Begin the Process

1. Request an Evaluation: Parents can request an evaluation through their child’s school to determine eligibility for an IEP or a 504 Plan.

2. Collaborate with the School Team: Work with teachers, counselors, and administrators to determine which plan best meets your child’s needs.

3. Review and Advocate: Regularly review the plan to ensure it continues to address your child’s needs. Do not hesitate to advocate for changes if necessary.

Both IEPs and 504 Plans are valuable tools to help students with disabilities succeed in school. Understanding the differences between these plans allows parents to better advocate for their child’s educational rights and ensure they receive the support they need to thrive.

This article has been written by John Collier, MSW, LCSW.

References

• U.S. Department of Education. (2021). Individuals with Disabilities Education Act (IDEA). Retrieved from https://www.ed.gov

• U.S. Department of Education. (2020). Section 504, Rehabilitation Act of 1973. Retrieved from https://www.ed.gov

• Wright, P. W. D., & Wright, P. (2020). Wrightslaw: Special Education Law, 2nd Edition. Harbor House Law Press.

• Bateman, B., & Linden, M. A. (2021). Better IEPs: How to Develop Legally Correct and Educationally Useful Programs. Attainment Company.

• Zirkel, P. A. (2022). The overlap and differences between Section 504 and IDEA. Journal of Special Education Leadership, 35(2), 88-96.

Managing the Gap Between Perception, Expectations, and Reality in Marriage: A Psychological Perspective

Marriage often begins with a blend of excitement, hope, and expectations about the roles partners will play. For many women, the concept of a husband is shaped by cultural norms, personal upbringing, and media portrayals, which can lead to a distinct perception of what a partner “should” be. However, the reality of married life often reveals that individuals bring unique traits, flaws, and complexities into the relationship that may not align with those preconceived ideals. The process of reconciling this gap is central to building a healthy, enduring partnership.

Perceptions and Expectations of a Husband

The perception of an ideal husband varies across cultures and individuals. Studies suggest that traditional expectations of a husband often include emotional support, provision of financial security, and shared domestic responsibilities (Fowers, 1998). These perceptions are shaped by societal roles and personal experiences, including family dynamics witnessed during childhood. For instance, a woman raised in a household with a nurturing and present father may expect similar traits in her spouse.

Media also plays a significant role in shaping these perceptions. Romantic comedies and novels often depict husbands as highly attentive, emotionally available, and consistently fulfilling their partner’s needs. While such portrayals can be aspirational, they may inadvertently set unrealistic benchmarks that are difficult for real individuals to meet.

Adjusting to the Reality of Marriage

Marriage, as psychologists emphasize, is a journey of understanding and acceptance rather than perfection. When a husband does not fit the initial mold envisioned by his spouse, the process of adjustment requires several critical steps:

1. Acknowledging Differences: Research shows that the ability to tolerate differences in personality and behavior is key to marital satisfaction (Gottman & Silver, 1999). Recognizing that no partner can fully embody every ideal trait helps reduce feelings of disappointment.

2. Developing Realistic Expectations: Unrealistic expectations can lead to dissatisfaction and conflict. A study by Fletcher et al. (2000) highlights the importance of developing realistic views of a partner’s strengths and weaknesses, which fosters a sense of acceptance.

3. Improving Communication: Open communication is crucial for bridging the gap between expectations and reality. Partners who express their feelings, needs, and concerns constructively are better equipped to address misaligned expectations.

4. Cultivating Empathy and Patience: Adjusting to a partner’s traits requires empathy and patience. Understanding the reasons behind certain behaviors—whether shaped by past experiences, stressors, or personal insecurities—encourages a compassionate perspective.

5. Shared Growth and Compromise: Successful marriages often involve mutual growth. Both partners must be willing to compromise and adapt to each other’s evolving needs (Karney & Bradbury, 1995).

The Role of Cognitive Reframing

Cognitive reframing is a psychological technique that can help individuals manage unmet expectations. This approach involves shifting one’s mindset from focusing on a partner’s shortcomings to appreciating their positive traits. For example, instead of fixating on a husband’s lack of romantic gestures, a wife might focus on his consistent efforts to provide stability and support. Cognitive reframing has been shown to increase relationship satisfaction and reduce conflict (Fincham & Beach, 1999).

Building Resilience in the Marriage

The ability to adapt to the realities of marriage is closely tied to emotional resilience. Resilient couples are better equipped to navigate disappointments and build a partnership that transcends initial expectations. Key strategies for fostering resilience include:

• Fostering Gratitude: Regularly expressing gratitude for one another’s contributions strengthens emotional bonds.

• Seeking Professional Support: In cases where expectations and reality create significant distress, couples therapy can provide valuable tools for resolving conflicts and rebuilding trust.

• Focusing on the Bigger Picture: Long-term marital success often depends on focusing on shared values, goals, and commitments rather than minor discrepancies in behavior or personality.

Conclusion

The journey from perception to acceptance is a hallmark of marital growth. While initial expectations about a husband may be shaped by societal norms and personal ideals, the reality of marriage often requires flexibility, empathy, and open communication. By embracing their partner’s unique qualities and addressing differences constructively, women can build a fulfilling partnership that transcends unrealistic ideals. Ultimately, the strength of a marriage lies not in perfection but in the shared commitment to understanding, growth, and love.

This article has been written by John S. Collier, MSW, LCSW. John has over 25 years in the social work field. He currently serves as the executive Director and outpatient provider at Southeast Kentucky Behavioral health based out of London Kentucky. John may be reached at 606-657-0532 extension 101 or by email at john@sekybh.com

References

• Fincham, F. D., & Beach, S. R. (1999). Conflict in marriage: Implications for working with couples. Annual Review of Psychology, 50(1), 47–77.

• Fletcher, G. J., Simpson, J. A., & Thomas, G. (2000). The measurement of perceived relationship quality components: A confirmatory factor analytic approach. Personality and Social Psychology Bulletin, 26(3), 340–354.

• Fowers, B. J. (1998). The limits of a technical concept of a good marriage: Exploring the role of virtue in communication skills. Journal of Marital and Family Therapy, 24(1), 15–28.

• Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. Three Rivers Press.

• Karney, B. R., & Bradbury, T. N. (1995). The longitudinal course of marital quality and stability: A review of theory, methods, and research. Psychological Bulletin, 118(1), 3–34.