Parental divorce is one of the important family events that can affect the sense of psychological security, emotional development, identity formation, and the quality of social relationships of adolescents. Adolescence is a sensitive stage of human development, in which a person strives to achieve independence, consolidate individual identity, and expand social relationships simultaneously with biological, cognitive, and emotional changes. At this stage, the family is still one of the most important sources of emotional support, a sense of belonging, and psychological security, and a change in the family structure may affect the adolescent's perception of life stability, the continuity of emotional relationships, and the predictability of the surrounding environment. Parental divorce does not in itself mean the appearance of psychological disorder or social problems in the adolescent, but its consequences depend on factors such as the severity of the conflict before the separation, the way the child was informed, the quality of the relationship with each parent, the level of emotional support, economic and social conditions, and the continuity of parental care. Psychological security refers to a person's perception of the safe environment, the stability of relationships, the ability to express emotions freely, and the enjoyment of support in difficult situations. An adolescent who experiences a trusting and supportive family environment usually has more opportunity to focus on developmental tasks, build healthy relationships, and cope adaptively with social pressures. In contrast, the experience of parental separation in situations that are accompanied by intense conflict, threats, instability, or reduced support may increase feelings of insecurity, worry about the future, and fear of losing emotional relationships. From the perspective of attachment theory, a stable emotional relationship with primary caregivers is important in the formation of adolescents' mental patterns about themselves, others, and the reliability of interpersonal relationships. Through repeated experiences of care, emotional responsiveness, and support, the adolescent gradually forms beliefs about his or her own worth and the accessibility of important people in life. Parental divorce may stress these patterns, especially when the separation is accompanied by a sudden disconnect with one parent, severe disagreements, or the use of the teen as a mediator of conflict. In such a situation, the adolescent may have doubts about the continuation of parental affection or assume that intimate relationships simply fall apart. These perceptions can affect social trust, emotional intimacy, and the adolescent's readiness to establish new relationships. However, maintaining a warm and trusting relationship with both parents, if possible and safe, can maintain a sense of security and prevent the separation experience from becoming a lasting pattern of mistrust. Family systems theory also considers divorce to be a process that does not merely change the couple's relationship, but also affects the organization of relationships, roles, responsibilities, and the way family members interact. The adolescent may experience a change of place of residence, a change in school, a decrease in contact with friends, a change in economic status, or an increase in family responsibilities. The accumulation of these changes can reduce their psychological resources and make it difficult for them to adapt to new situations. If the adolescent is forced to take on the role of mediator between parents, manage their conflicting messages, or give up his needs for emotional support for one of the parents, the likelihood of feelings of pressure, guilt, and confusion increases. In contrast, when parents take responsibility for their own disagreements, avoid speaking ill of each other in the presence of the child, and maintain the necessary coordination about the teen's schedules, more favorable conditions are provided for his psychological adjustment. A teenager's sense of psychological security after a divorce is largely dependent on the quality of the parent's relationship with him. Active listening, answering questions, accepting conflicting emotions, and clearly explaining family changes can reduce ambiguity and worry. The teen may experience feelings of sadness, anger, relief, confusion, or even hope at the same time, and these reactions are not necessarily a sign of morbid maladjustment. It is important that the adolescent is able to express his feelings without fear of blame or judgment and that he or she is not responsible for the parents' decision to separate. Feelings of guilt are one of the possible reactions in this situation; some adolescents may think that past behaviors, family disputes, or academic performance have contributed to parental separation. Age-appropriate explanation of the reasons for the separation and emphasizing that adults are responsible for marital decisions can help correct these perceptions. Also, maintaining daily routines, consistency in family rules, and predictability of contact with parents can foster a sense of control and security. Teens' social relationships are also one of the most important areas that may change in the process of parental separation. Peer relationships during adolescence play an important role in forming identity, increasing independence, learning communication skills, and receiving social support. An adolescent who faces long-term tensions in the family may be less involved in group activities due to mental preoccupation, emotional exhaustion, or low self-esteem. Some teens may feel ashamed about their family situation and avoid discussing divorce with their friends. This secrecy can increase loneliness when accompanied by fear of judgment or social stigma. In contrast, the empathetic attitude of friends, the support of teachers, and the existence of opportunities for social participation can reduce the intensity of psychological stress and provide the ground for maintaining healthy relationships. From the perspective of social support theory, access to trusted relationships can moderate the effect of stressors and help the adolescent understand his or her family experience in a broader and more realistic framework. Social support is not limited to providing advice, but also includes being heard, accepted, practical accompaniment, and providing the opportunity to participate in age-appropriate activities. Stable friendships can foster a sense of belonging, but they are not a complete substitute for parental support, and in the absence of adequate guidance, the adolescent may become dependent on groups that reinforce maladaptive behaviors to receive social acceptance. The quality of social relationships after a divorce also depends on the teen's attitudes about trust and intimacy. If the adolescent interprets parental separation as a sign of the instability of all relationships, they may avoid developing emotional intimacy or show more sensitivity to signs of rejection in their relationships. Some adolescents may maintain emotional distance from others to avoid re-experiencing loss, while others may become more dependent on the approval of others to ensure acceptance. These reactions are not seen in all adolescents and should not be considered as a definitive consequence of divorce. Previous experiences of attachment, personality traits, quality of relationships with peers, and the level of family support play a role in the formation of these patterns. The relationship between psychological security and social relationships is also reciprocal in nature. A greater sense of security can provide the basis for trust, social participation, and constructive conflict resolution, and supportive social relationships can also increase a sense of worth and security. In contrast, the experience of social exclusion may exacerbate the adolescent's anxiety about being accepted and link family difficulties with interpersonal problems. For this reason, examining the impact of parental divorce should simultaneously include the adolescent's internal experiences and the quality of his interaction with the social environment. Changes in academic performance may also be related to psychological security and social relationships in different ways. Mental preoccupation caused by family disputes, sleep disturbances, concerns about economic status, or a change of location may reduce focus, academic motivation, and participation in school activities. Reduced attendance at school group activities can also limit opportunities to make friends and receive support from peers. However, school can provide a stable and supportive environment for the teen, especially when positive communication with teachers, access to counselors, and the opportunity to participate in educational and cultural activities are maintained. Teachers should avoid judging the adolescent's family and provide appropriate dialogue and referencing if they observe lasting changes in behavior, mood, or academic performance. From a cognitive development perspective, adolescents gradually become more capable of understanding different perspectives and analyzing the complexity of human relationships, but this ability does not necessarily mean being fully prepared to manage the emotional consequences of parental separation. The adolescent may understand the reasons for parental disagreement, but still be grieving about the change in the family structure or worrying about their future. Therefore, it is not enough to provide logical explanations without considering the emotional needs of the adolescent. Parents should both provide clear and age-appropriate information and provide their child with the opportunity to emotionally process the experience. Comparing the adolescent to other family members or expecting quick adjustment can increase feelings of inadequacy and loneliness. Adjustment is a gradual process and may be accompanied by periods of recovery and return of worry. One of the determining factors in this process is the intensity and persistence of conflict between parents before and after the separation. In families where there has been chronic conflict, violence, or intense tension prior to divorce, separation may reduce the adolescent's daily exposure to conflict in some circumstances and help improve his sense of security. In contrast, if disputes persist after divorce and the adolescent continues to be exposed to hostility, threats, or fidelity conflicts, psychological stress may persist. Therefore, the effects of divorce cannot be assessed without taking into account the family situation before the separation and the quality of the relationship afterwards. The difference between separation with parental cooperation and separation with ongoing conflict is important in terms of possible consequences for the adolescent. Maintaining a healthy relationship with parents should also be done with the safety of the adolescent in mind; in situations of violence, abuse, or threats, the priority is to protect the adolescent and to comply with the professional assessment and legal requirements. One of the challenges of research in this field is to separate the independent effects of divorce from contextual factors such as poverty, psychological problems of parents, previous marital conflict, and changes in the living environment. Sometimes the problems that are observed after divorce existed before the separation or arise from a set of simultaneous factors. Therefore, attributing all the psychological and social problems of the adolescent to divorce can lead to incorrect perceptions. Another limitation is related to individual differences in the way of coping with stress. Some adolescents have strong social support, problem-solving skills, and the ability to regulate emotions and can adapt appropriately to family changes, while others are more vulnerable due to adverse previous experiences or lack of support resources. Also, culture, community attitudes toward divorce, family economic status, access to counseling services, and the quality of relationships with extended family can influence the adolescent' s experience. Studies that use only a parent's report may not fully reflect the adolescent's actual experience or differences in family members' perspectives. The use of reports from the adolescent, parents, teachers, and validated assessment tools can provide a more accurate picture of their psychological and social status. Longitudinal studies are also important to clarify changes in the sense of security and the quality of social relationships in different periods after divorce, as cross-sectional research alone cannot determine the course of changes or causal relationships. In practical terms, supportive interventions should focus on maintaining life stability, strengthening the adolescent parent's connection, reducing family conflicts, and expanding the social support network. Educating parents about the adolescent's developmental needs, non-hostile conversations, managing conflicts, and preventing the child from getting involved in marital conflicts can reduce stress. Providing the possibility of regular and predictable communication with each parent, in a safe and appropriate situation, can help maintain emotional bonds. The adolescent should know that he or she does not have to choose between his parents or convey conflicting messages to them. Along with family support, teaching communication skills, conflict resolution, emotion regulation, and asking for help can help improve peer relationships and increase the ability to cope with social pressures. School counselors and mental health professionals should also pay attention to signs such as persistent social withdrawal, noticeable decline in academic performance, severe anxiety, sleep disturbances, persistent feelings of guilt, and significant mood swings, and conduct a professional assessment if needed. Psychological intervention should not be based on the assumption that all adolescents with separated parents need treatment, but rather the type and intensity of support should be determined based on the actual situation, individual needs, and preference of the adolescent. Future research can investigate the mediating role of variables such as attachment, emotion regulation, self-worth, and sense of social belonging in the relationship between parental divorce and psychological security. Also, investigating the moderating role of parental support, relationship with siblings, teacher support, economic status, and quality of communication with peers can help to identify effective protective factors. Evaluation of family-centered and school-based programs can also show which strategies are more effective in different groups of adolescents. The interpretation of the findings should avoid generalizing the results of a limited group to all adolescents and take into account cultural, social, and developmental differences. Paying attention to these differences is essential for designing equitable support services tailored to the needs of adolescents. The study of the effect of parental divorce on adolescents' sense of psychological security and social relationships shows that parental separation is a multidimensional event and its consequences depend on how family changes are experienced and managed. Emotional stability, continuity of care, conflict reduction, respect for adolescent needs, and supportive social relationships can provide the ground for better adjustment. In contrast, constant conflict, instability in care, feelings of guilt, being in a situation of loyalty conflict, and lack of social support may increase psychological vulnerability. The scientific approach to this issue requires avoiding a definitive and harm-oriented view of divorce and paying attention to individual and family differences. By providing a safe environment, reliable communication, and opportunities for social participation, it is possible to help the adolescent to maintain a sense of worth, interpersonal trust, and the ability to build healthy relationships while adapting to family changes, and to continue their psychological growth path with more confidence.