Childhood Maltreatment and Educational Outcomes

Abstract

Children (0-18 years) with maltreatment histories are vulnerable to experiencing difficulties across multiple domains of functioning, including educational outcomes that encompass not only academic achievement but also mental well-being. The current literature review adopted Slade and Wissow's model to examine (1) the link between childhood maltreatment and academic achievement, (2) the link between childhood maltreatment and mental health outcomes (i.e., emotional and behavioral difficulties), and (3) the bidirectional relationship between childhood academic achievement and mental health. In addition, we reviewed variables that might influence or help explain the link between childhood maltreatment and educational outcomes, drawing on developmental perspectives and Bronfenbrenner's ecological model. Finally, whenever possible, we presented findings specific to maltreated children in out-of-home care to highlight the unique challenges experienced by this population. Results indicated that children with maltreatment histories often experience impairments in both their academic performance (e.g., special education, grade retention, lower grades) and mental well-being (e.g., anxiety, low mood, aggression, social skills deficits, poor interpersonal relationships). These impairments appeared to be particularly pronounced among maltreated children in out-of-home care. Findings, albeit sparse, also indicated that mental health difficulties are negatively associated with children's academic achievement and, similarly, that academic achievement deficits are linked with mental health problems. The link between childhood maltreatment and educational outcomes may be partly explained through the disruption of key developmental processes in children, such as attachment, emotion regulation, and sense of agency. As well, maltreatment characteristics and the functioning of various systems in which children are embedded (e.g., family, school, child welfare) can serve to positively or negatively influence the educational outcomes of maltreated children. The theoretical, research, and applied implications stemming from the findings are considered.

Stressful Events and Executive Functioning, Working Memory and Academic Performance in Adolescents

“…Results showed that individuals with a history of grade repetition experienced a greater number of stressful life events than those without such a history. Similar results have been reported by other studies in the literature (Brancalhone, Fogo & Williams, 2004;Romano et al, 2015;Sbaraini & Schermann, 2008). Sbaraini and Schermann (2008) found that children who experienced a high number of stressful events by age 10 were also more likely to have repeated grades in school.…”

“…Stressful life events in childhood have been shown to have an important impact on cognitive and academic performance (Fishbein et al, 2009;Spann et al, 2012;Weidmana, Augustineb, Murayamac, & Elliote, 2015) and to influence learning abilities (Romano, Babchishin, Marquis, & Fréchette, 2015;Sbaraini & Schermann, 2008). A study by Pereira, Santos, and Williams (2009) found that children exposed to maltreatment had worse school performance than non-exposed peers in the same grade, and of the same age and gender.…”

Different uses of Bronfenbrenner’s ecological theory in public mental health research: what is their value for guiding public mental health policy and practice?

“…Another limited set of papers (N = 2) utilized the later concepts of proximal processes and the PPCT model. Two of the reviewed articles (Mutumba and Harper 2015;Romano et al 2015) used concepts of Bronfenbrenner's theory (at least partly) in conjunction with other theoretical frameworks, while the others were based solely on concepts from Bronfenbrenner's theory. Table 2 summarizes how the theory has been utilized within these three identified groups of articles with regard to the purpose of using Bronfenbrenner's theory; study designs; concepts utilized; main results; implications for public mental health policy and interventions; and strengths and weaknesses for guiding public mental health policy and practice.…”

“…Likewise, Behnke et al (2011) were able to detect how the association between factors at different ecological levels and depressive symptoms differed for girls and boys. Equally, Romano et al (2015), in their review of the complex relationship between childhood maltreatment and later academic achievement and mental health, found that the negative consequences of childhood maltreatment seemed to be greater for boys than girls. They also found that some forms of maltreatment (early in life, multiple, neglect) seemed to be especially harmful for academic achievements.…”

“…Behnke et al's study (2011) further suggests that interventions targeting adolescents' self-esteem and depressive symptoms need to be tailored differently for boys and girls; targeting neighbourhood factors might have to be especially tailored to meet the needs of boys while targeting societal discrimination has to specifically address the needs of girls. Finally, the review by Romano et al (2015) suggests that some forms of child maltreatment-neglect, early and multiple-might be especially important to detect and intervene against in order to promote later academic achievement and mental health. These recommendations can thus be used for tailoring interventions for the specific target group and outcome in focus.…”