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Home > Child Abuse & Neglect > Impact > Impact on Child Development > Academic Achievement
Academic Achievement
Research has consistently found that child abuse and neglect (maltreatment) increases the risk of lower academic achievement and problematic school performance.
Characteristics of Maltreatment Experience and Academic Functioning Among Maltreated Children
Kinard
Violence and Victims, 16(3), 2001
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Describes findings of a study that investigated whether maltreatment characteristics were different for each type of maltreatment, whether the effects of maltreatment characteristics on academic functioning differed for each type of maltreatment, and whether maltreatment characteristics have independent effects on academic abilities and skills.
Child Victimization, Cognitive Functioning, and Academic Performance
Becker-Blease & DePrince (2005)
In Child Victimization: Maltreatment, Bullying and Dating Violence, Prevention and Intervention
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Summarizes research about the factors that influence the relationship between victimization and cognitive functioning, specifically attention dysregulation.
Maltreatment, Competency Deficits, and Risk for Academic and Behavioral Maladjustment
Shonk & Cicchetti
Developmental Psychology, 37(1), 2001
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In this investigation, maltreatment was predicted to negatively affect children's academic and behavioral adjustment through the creation of deficits in academic engagement, social competencies, ego resiliency, and ego control.
Perceived and Actual Academic Competence in Maltreated Children
Kinard
Child Abuse and Neglect, 25(1), 2001
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Describes a study to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement and whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers.
The Role of Educators in Preventing and Responding to Child Abuse and Neglect. [CD-ROM Version]
This manual, designed to examine the roles that teachers, school counselors, school social workers, school nurses, special education professionals, administrators, and other school personnel have in helping maltreated children, provides the basis for the involvement of educators in combating the problem of child abuse and neglect. It also may be used by other professionals involved in child abuse and neglect interventions, such as child protective services, mental health, law enforcement, health care, and early childhood professionals, to gain a better understanding of the role of educators in child protection. Specifically, this manual addresses the following topics: Identifying reasons why educators ...
Three Decades of Child Maltreatment Research: Implications for the School Years
Veltman & Browne
Trauma, Violence and Abuse: A Review Journal, 2(3), 2001
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Literature review investigates whether infants and primary school-age children with a history of maltreatment have been shown to struggle at school due to specific developmental delay. The extent of maltreatment, definition problems, and parenting styles are discussed.
The Timing of Academic Difficulties Among Maltreated and Nonmaltreated Children
Rowe & Eckenrode
Child Abuse and Neglect, 23(8), 1999
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Examines the relationship between child maltreatment and the timing of academic difficulties.
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