Effects of Neglect on Academic Achievement and Disciplinary Problems: A Developmental Perspective (From Out of the Darkness: Contemporary Perspectives on Family Violence, P 105-112, 1997, Glenda K. Kantor, Jana L. Jasinski, eds. - See NCJ-171756)

• NCJ Number: 171763
• Author(s): K A Kendall-Tackett; J Eckenrode
• Date Published: 1997
• Length: 8 pages
• Grant Number(s): 90-CA-1305
• Sponsoring Agency: National Ctr on Child Abuse and Neglect
• Sale Source: Sage Publications, Inc
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examines school performance on neglected children (N=324 of 420 maltreated children).

Abstract

School performance was measured by average grades in math and English, number of grade repetitions, number discipline referrals, and number of suspensions, and was examined for elementary, junior high, and senior high students. The study considered the developmental course for neglected children in school and the developmental effects of neglect alone versus neglect in combination with abuse. Neglected children fared more poorly in school than their nonmaltreated counterparts and performance decreased markedly in the transition from elementary school to junior high. Neglect alone was equally detrimental to grades and number of suspensions as was neglect in combination with abuse. The combination of abuse and neglect was detrimental in terms of number of disciplinary referrals and grade repetitions. Math and English grades dropped for all subjects in junior high, but more for neglected and abused/neglected students than for nonmaltreated students. Junior high appears to be a particularly problematic time for neglected and abused/neglected children. These problems should be anticipated and primary prevention programs implemented in elementary school. Note, tables, references