The toxic duo: Bullying involvement and adverse childhood experiences as factors associated with school disengagement among children

Baiden, Philip; LaBrenz, Catherine A.; Okine, Lucinda; Thrasher, Shawndaya; Asiedua-Baiden, Gladys

doi:10.1016/j.childyouth.2020.105383

Cited by 24 publications

(21 citation statements)

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“…Headaches have been linked to absenteeism, 55,56 loss in productivity, 57 disruptions in family life and social activities, 58 and decreased overall quality of life 59 . For children, headaches can also lead to difficulty focusing, 60 which can lead to poor academic outcomes 49 . As such, findings from this study may help identify potential risk factors, such as exposure to ACEs, that may increase the likelihood of both functional limitations and headaches in children.…”

Section: Discussionmentioning

confidence: 87%

“…59 For children, headaches can also lead to difficulty focusing, 60 which can lead to poor academic outcomes. 49 As such, findings from this study may help identify potential risk factors, such as exposure to ACEs, that may increase the likelihood of both functional limitations and headaches in children. Our first hypothesis that there would be an association between exposure to ACEs and headaches after adjusting for other variables, was confirmed.…”

Section: Discussionmentioning

confidence: 89%

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Functional difficulties mediate the association between exposure to adverse childhood experiences and headaches among children: Findings from a population‐based study

et al. 2021

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Background Adverse childhood experiences (ACEs) are commonly observed in the general population and often have lasting neurological and physiological effects. Previous studies have found links between exposure to ACEs, headaches, and functional difficulties in adults. However, little is known about the mechanisms through which exposure to ACEs is associated with headaches among children. Objective To examine the association between exposure to ACEs and headaches in children, and whether functional difficulties mediate this association. Methods Data for this cross‐sectional secondary analysis study came from the 2017–2018 National Survey of Children's Health. The sample analyzed in this study was 40,953 children who were between ages 3 and 17 years. We adjusted for the complexity of the sampling design and used structural equation modeling to examine the mediating effect of functional difficulties in the association between exposure to ACEs and headaches. Results Based on parent reports, we found that 4.1% (1697/40,953) of the children reported frequent or severe headaches, and 9.5% (3906/40,953) were exposed to three or more ACEs. About one in four children (23.4%; 9601/40,953) had at least one functional difficulty. The results show that exposure to ACEs was directly positively associated with functional difficulties (β = 0.16, p < 0.001, 95% CI = 0.15–0.17), and functional difficulties were in turn positively associated with headaches (β = 0.17, p < 0.001, 95% CI = 0.12–0.22). The Sobel test of indirect effect showed that functional difficulties partially mediated the association between exposure to ACEs and headaches (β = 0.027, p < 0.001, 95% CI = 0.022–0.029). Also, older children and children with brain injury were more likely to report experiencing headaches. Conclusions The findings from this study suggest an association between exposure to ACEs and headaches among children, and functional difficulties partially mediate this association.

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Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 89%

Functional difficulties mediate the association between exposure to adverse childhood experiences and headaches among children: Findings from a population‐based study

et al. 2021

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“…School engagement consists of behavioral, emotional, and cognitive components (Fredricks et al, 2004). The negative emotional reactions to the learning environment are presumed to influence willingness to study and disengagement from school (Baiden et al, 2020). Concerning school attitude studies, it is demonstrated that being a victim of bullying leads to negative emotions (boredom, sadness, fear).…”

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confidence: 99%

“…Previous studies have investigated bullying in schools (Caputo, 2014;Felix & McMahon, 2006;Fisher et al, 2015;van Lier et al, 2012), in high-income groups (Menesini & Salmivalli, 2017;Sittichai & Smith, 2015), and the learning weariness or school dropout (Baiden et al, 2020;Caputo, 2014;Fredricks et al, 2004;Liu et al, 2014). However, less of them focus on other factors of bullying.…”

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confidence: 99%

“…However, less of them focus on other factors of bullying. Moreover, studies examining school dropouts often follow negative emotions and disengagement (Baiden et al, 2020;Fredricks et al, 2004). Therefore, this paper aims not only to provide a clinical viewpoint on bullying correlates from an individualistic perspective, but also to explore the potential association between victimization and some psychological measures regarding a student in the Chinese culture.…”

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confidence: 99%

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The Influence of Bullying Victimization on Students’ Learning Weariness

Cui

Yin

et al. 2021

PSYCHOLOGIA -An International Journal of Psychological Sciences

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In China, learning weariness is the focus of attention, but few studies have explored the potential impact of bullying victimization on learning weariness. This study examines their relationship by exploring the mediating effect of two collectivism factors, attitude toward school and social alienation. One thousand one hundred and thirty-two students from 9 middle schools in rural China (11-15 years, 51.4% boys) participated in this study. Results show that bullying victimization has a significant impact on Chinese students' learning weariness. Both negative attitudes toward school and social alienation have significant mediate effects, and the indirect result of negative school attitude is significantly higher than social alienation.

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