Background of the study:-The kindergarten years they are indeed, a time when children develop a confident self-image, beliefs, attitudes, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl. The primary caregivers, including teachers, parents, grandparents, or other family members, deeply affect the young child"s brain development and the psychosocial need through their interactions (Winter, 2010). Repetitive, positive experiences like singing, cooing, touching, holding, talking and reading are essential expressions of love that positively affect the way a young child"s brain and psychosocial need develops.Teachers have major roles in creating their student"s positive socialization, academic curiosity, rigor and their emotional wellbeing (Woodhead, 2009). Teachers can communicate lifesaving messages to children, model caring

This study was conducted to investigate the relative importance of family structure and child victimization in predicting children`s academic achievement in primary school in Ilubabor Zone. The respondents for this study were 620 students" and 20 teachers. A survey was conducted by using a child victimization questionnaire for gathering information about child victimization to examine its effect on academic performance of children, the academic performance was gauged by the result of their Mathematics and English subject achievement result and FGD items developed by researchers. Bivariate correlation, mean score and standard deviation was used to investigate the correlation between family structure, child victimization and academic achievement and to examine difference in academic achievement as a result of family structure respectively. On the other hand, multiple regression and independent t-test were employed to analyze the relative contribution of family structure and child victimization on children academic achievement. Besides, the data from FGD was analyzed qualitatively and presented accordingly. The results of the study revealed the correlation between family structures and children academic achievement. The academic achievement of children"s from Stepparent (M = 15.744) and single parent household (M = 17.53) were significantly different from nuclear family (M = 18.71). The analysis result by multiple regression indicated that there is statistically significant relationship between nuclear family structure and children academic achievement score (t = 10.440, p <.001) as a result of victimization and there is statistically significant relationship between single biological family structure and students academic achievement score (t = 8.575 p < .001) as a result of child victimization and the result also indicated that there is no statistically significant relation between step family structure and students academic achievement score (t = -6.52, p >.05) as a result of victimization. Finally, it was found out that girls perform better than the male in English subject but as a result of family structure impact they perform less than male. Eventually, conclusions, recommendations and areas of further research were forwarded based on the major findings to enhance academic achievement of children from step family and single biological family.