This study examines the impact of broken homes on the moral behavior and educational outcomes of secondary school students in Ikom Local Government Area of Cross River State, Nigeria. Using a two-stage sampling technique, 13 out of 41 secondary schools were selected, and 780 students from SS1, SS2, and SS3 were surveyed. Data were collected through structured questionnaires, interviews, and participant observation. The research focused on seven key questions regarding the relationship between broken homes and behaviors such as stealing, fighting, lying, cultism involvement, early sexual activity, school dropout rates, and academic performance. Chi-square analyses revealed significant associations, indicating that children from broken homes are more likely to engage in negative behaviors and face adverse educational outcomes compared to their peers from intact families. The findings emphasize the need for targeted interventions and support systems to help children from broken homes navigate the challenges of family instability. Additionally, it calls for parents, educators, and policymakers to prioritize family unity and develop support mechanisms for these children. By addressing existing gaps in the literature regarding the unique challenges these youth face in Nigeria, the study aims to inform effective interventions that promote resilience and enhance moral behavior and academic performance among affected students.