Maltreatment and the school-aged child: School performance consequences

Kurtz, P. David; Gaudin, James M.; Wodarski, John S.; Howing, Phyllis T.

doi:10.1016/0145-2134(93)90080-o

Cited by 106 publications

(59 citation statements)

References 8 publications

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“…This is the first study to apply the family fixed effects methodology to this topic, and most previous studies were of convenience samples and younger children. Nevertheless, our findings are consistent with several previous studies that show a negative association between maltreatment and school performance (Erickson et al, 1989;Eckenrode et al, 1993;Kurtz et al, 1993;Kendall-Tackett & Eckenrode, 1996;Rowe & Eckenrode, 1999;Shonk & Cicchetti, 2001). A study by Zolotor, Kotch, Dufort, Winsor, Catellier, & Bou-Saada (1999), in particular, found a similar pattern of multivariate results using data derived from substantiated reports to child protective services agencies.…”

Section: Discussionsupporting

confidence: 92%

“…The low magnitude of some of the associations may also point to children's resiliency and to heterogeneity of effects of parenting on maltreated children (Kurtz et al, 1993;Cicchetti & Rogosch, 1997;Shonk & Cicchetti, 2001). Neurobiological vulnerabilities or environmental factors may influence maltreated children's long term outcomes (Repetti, Taylor, & Seeman 2002), but these effects are poorly understood and were not measured in this study.…”

Section: Discussionmentioning

confidence: 95%

“…The current state of evidence for a link between childhood maltreatment (physical and sexual abuse or neglect) and school performance is limited to negative associations between maltreatment and school performance. On average, children who are maltreated receive lower ratings of performance from their school teachers, score lower on cognitive assessments and standardized tests of academic achievement, obtain lower grades, and get suspended from school and retained in grade more frequently (Erickson, Egeland, & Pianta, 1989;Eckenrode, Laird, & Doris, 1993;Kurtz, Gaudin, Wodarski, & Howing, 1993;Kendall-Tackett & Eckenrode, 1996;Rowe & Eckenrode, 1999;Shonk & Cicchetti, 2001). Maltreated children are also prone to difficulty in forming new relationships with peers and adults and in adapting to norms of social behavior (Shields, Cicchetti & Ryan, 1994;Toth & Cicchetti, 1996).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The influence of childhood maltreatment on adolescents’ academic performance

Slade

Wissow

2007

Economics of Education Review

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Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a covariate in multivariate analyses of adolescents' risk for school performance impairments. Family fixed effects were used to control for unobservables linked to family background and neighborhood effects. More intense childhood maltreatment was associated with greater probability of having a low GPA (P=0.001) and problems completing homework assignments (P=0.007). Associations between maltreatment intensity and adolescent school performance were not sensitive to model specification. Additional analyses suggested that maltreatment effects are moderated by cognitive deficits related to attention problems. The implications of these findings for educators and schools are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The influence of childhood maltreatment on adolescents’ academic performance

Slade

Wissow

2007

Economics of Education Review

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“…The link between maltreatment and academic performance was identified in Kurtz, Guadin, Wodarski and Howing (1993), who found that, even when background factors were taken into account, maltreated children scored significantly lower than non-maltreated children on a composite index of academic performance. Eckenrode, Laird, Doris (1993), matched 420 maltreated children with 420 non-maltreated peers and found that the maltreated children performed significantly worse on standardised tests and grades.…”

Section: What Is the Evidence For This?mentioning

confidence: 99%

Towards a Public Service Agreement on Safeguarding

Mesie¹,

Gardner²,

Radford³

2007

PsycEXTRA Dataset

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The main section of this document has two main components:•part one, an overview of recommendations •part two, detailed process and findings.There is also an executive summary which is a very brief outline of the suggested measures and summarises the key points of part one.Part one gives an account of the model of safeguarding that was developed and why particular measures have been selected. It draws upon and refers to, evidence presented in more detail in various sections of part two.Part two gives an account of how the study progressed and discusses the evidence on which we draw to support the measures proposed. Part two describes in detail the process of developing and testing the safeguarding model and the measures to underpin the proposed PSAs from:

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“…On average, maltreated students enter school one-half year behind on academic performance and have poorer academic performance and adaptive func tioning at ages six and eight than nonmaltreated children (Kurtz, Gaudin, Wodarski, & Howing, 1993;Zolotor et al, 1999). These students also have higher absenteeism rates than nonmaltreated children (Lansford et al, 2002;Leiter, 2007;Leiter & johnsen, 1997).…”

Section: Impact Of Maltreatment On School Performancementioning

confidence: 99%

The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes

Mallett¹

2012

Children & Schools

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Many victims of childhood maltreatment experience difficulties in school and with aca demic performance. This article reviews the evidence on the connection between child hood maltreatment and school performance and presents an evaluation of a unique program established by Children's Services in Lorain County, Ohio. Since 2001, the School Success Program, in collaboration with 18 Ohio public school districts, has pro vided individual tutoring and mentoring by certified teachers to 615 maltreated children and youths, working closely with the whole family in an in-home setting. Most children and youths in the program have progressed to their appropriate grade level while improv ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par ticipants have shown one-year improvements that are significant when compared with those of their nonmaltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent. These improvements were seen across both gender and race, with almost equal gains made by minority and nonminority children and youths, but particularly by boys. Implications for school social work practice are set forth in light of these promising results.

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Maltreatment and the school-aged child: School performance consequences

Cited by 106 publications

References 8 publications

The influence of childhood maltreatment on adolescents’ academic performance

The influence of childhood maltreatment on adolescents’ academic performance

Towards a Public Service Agreement on Safeguarding

The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes

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