Literature is reviewed to identify findings indicating the effects of the one-parent family on the elementary school child's academic achievement and social and emotional development. While findings are contradictory in the area of academic achievement, it is concluded that disruption in home life accompanying death, separation, or divorce is probably severe enough to impair school performance to some degree and to require educational intervention. Further research is recommended to take into consideration the sex of the child, family income, and educational opportunities, as well as to compare achievement records before and after family status transition. The literature review indicates that in the area of emotional development controversy centers on the degree to which divorce or the loss or absence of a parent "damages" a child. It is suggested that the most important variables in the child's emotional adjustment to his or her new lifestyle are the nature and quality of the new family arrangements, the extent and duration of changes imposed, and the new psychological climate provided. The point is made that research on the social reactions of children from single-parent homes reveals differences between children from intact and single-parent families--differences associated with adjustment to a new lifestyle. Again, more research is recommended. (RH)