This qualitative study aims to explore the lived experiences of adolescents from divorced families in order to examine the formation, challenges, and management of their academic and social functioning. In this study, academic functioning includes components such as self-regulation, motivation, and problem-solving, whereas social functioning involves interpersonal skills, responsibility, and environmental adjustment. The research adopts a descriptive phenomenological approach. Participants will be adolescents aged 12 to 18 living in Tehran whose parents have divorced. Purposeful sampling will be used based on inclusion criteria, and data collection will continue until saturation is reached. Data will be gathered through in-depth semi-structured interviews, supported by open-ended and probing questions, and analyzed using a phenomenological approach. During the analysis process, the researcher will apply epoché to suspend prior assumptions and gain a more accurate understanding of participants’ lived experiences. The findings of this study may contribute to a deeper understanding of the effects of parental divorce on adolescents’ academic and social functioning and may also inform the development of appropriate psychological and counseling interventions tailored to their needs.