jeditor4,+Journal+editor,+Herrenkohl+et+al ,+ (2021)

Effect of Abuse and Neglect on Academic Performance of
children in Canada
Foster Perlman Herrenkohl, Dr. Perez Hashmi & Prof.

Leiter Lowenthal
ISSN: 2616-8383
Stratford Peer Reviewed Journals and Book Publishing
Journal of Education
Volume 4||Issue 8 ||Page 1-10||November||2021|
Email: [email protected] ISSN: 2616-8383
Effect of Abuse and Neglect on Academic Performance of

children in Canada
1*Foster Perlman Herrenkohl, 2Dr. Perez Hashmi & 3Prof. Leiter Lowenthal
1*Postgraduate student, University of Toronto
2&3Lecturers, University of Toronto
*Email of the corresponding author: [email protected]
How to cite this article: Herrenkohl, P., H., Hashmi P., & Lowenthal, L. (2021). Effect of
Child Abuse and Neglect on Academic Performance in schools in Canada. Journal of
Education, 4(8), 1-10. https://doi.org/10.53819/81018102t5031
Abstract
Child neglect and abuse is expressed as the failure of parent, guardian, or other caregiver to attend
to a child's fundamental demands. Thus, the study sought to examine effect of child abuse and
neglect on academic performance in schools in Canada. The target population included 374
teachers and learners. Questionnaires were utilized to gather the information. The research found
there is a significant impact of child abuse and neglect on students' academic performance. The
results indicated that when child abuse and neglect increase by one unit, the student's academic
performance will reduce by 0.3441 units when other factors are held constant. Preventing child
abuse and neglect requires addressing risk and protective factors at the individual, relational,
community, and societal levels. Child abuse is whereby a parent or any other individual who has
a duty for the child protection causes injury, death, emotional harm, or risk of severe damage to a
child. Child abuse can include physical abuse, sexual assault, exploitation, and psychological
abuse. Psychological abuse is the most typical form of abuse, with physical abuse being the most
reported and sexual assault being the least reported. Child abuse and neglect impact learning
adversely. The research suggested that parents constantly show their children love and affection
and meet their needs. The government should put mechanisms to protect children from any form
of abuse. The neglected children need to be helped by the community or government with the basic
needs to enhance their survival. It was recommended that public engagement and education
campaigns and practical approaches be adopted to reduce corporal punishment. The communities
need to be engaged in efforts to address family needs, and families need to be able to access
supports and resources where they live, work, and worship.
Keywords: Child Abuse, Neglect, Academic Performance, Canada
https://doi.org/10.53819/81018102t5031
1
1.0 Introduction
Child abuse has been discovered to be among the crucial social troubles that require the general
public's attention (Costin, Karger & Stoesz, 2019). Throughout the globe, there are children doing
work like slaves; they beg in the towns and cities, toil under the sun in the fields and plantations
and do the job both day and night in shops and factories. More children lose their lives; some are
denied schooling and never experience the joy of childhood years due to the sort of misuse they
experienced at a very early age. There exist many manifestations of kid neglect, consisting of non-
compliance with health care guidelines, lack of suitable health care, deprival of food leading in
starvation, and the failure of a child physically to prosper (Iwaniec, 2018). Other reasons for
concern consist of children's exposure to substance use and inadequate protection from
environmental risks. Furthermore, abandonment, insufficient supervision, bad hygiene, and being
deprived of education have all been considered as confirmation of neglect.
Child abuse is whereby a parent, a primary caretaker, or any other individual who has duty for the
child through an action (e.g., defeating, stabbing) causes injury, death, emotional harm, or risk of
serious harm to a child (Sedlak and Broadhurst, 2019). Child abuse can include physical abuse,
sexual assault, exploitation, and psychological abuse. Psychological abuse is the most typical form
of abuse, with physical abuse being the most reported and sexual assault being the least reported.
Alternatively, child neglect is explained as the failure of a parent, guardian, or another caretaker
to provide for a child's fundamental requirements (e.g., physical, medical, academic, and
psychological demands). Maguire, Williams, Naughton, Cowley, Tempest, Mann & Kemp (2020)
argued that child neglect is frequently not reported yet has devastating impacts on children. Child
abuse in all its forms has a significant unfavorable influence on the growth, present and future
academic performance, and emotional and psychological well-being of children. Additionally,
experiences of childhood abuse can have damaging implications in the adult years (e.g., emotional
distress and dangerous sex-related behavior, which increases vulnerability to venereal diseases.
Children subjected on abuse may experience depression, anxiety, stress-associated conditions, and
post-traumatic conditions.
Regarding academic performance, child abuse has been related to reduced cognitive functioning
and educational success, decreasing levels of school readiness, and regular incidents of behavior
issues in learners and teenagers (Noble, Tottenham & Casey, 2020). Learners who have been
victims of injustice have likewise been revealed to present non-academic problem habits (i.e.,
aggressiveness, off-task behavior, and inadequate social skills) at larger rates as related to their
non-abused counterparts. Subsequently, abused learners are most likely to receive school self-
discipline recommendations, suspensions, and expulsions. Kiesel, Piescher and Edleson (2018)
revealed low school attendance and reduced school performance coincided with the timing of
abuse. As a result of the bad academic results experienced by learners who are victims of child
abuse, most of these learners need to receive special education services under a range of
impairment categories.
Children that one or more forms of abuse have victimized show some behaviors different from
others in school with attendant impacts on their academic performance (Harrell, 2021). Child abuse
usually postpones learners' progression academically because there is always an absence of trust
in people because they have been dissatisfied and abused by those that should be a source of
delight, confidence, protection and security to them, they think no place is secure and nobody is to
2
be trusted. This leads to changes in behavior such as psychological pain, physical discomfort,
withdrawal from the opposite sex, poor social relationship, anxiousness, mental stress, depression,
trouble in mingling, despair, hooliganism, thuggery, defiant, malnourishment, anger, scars on body
parts, addictions, sexual situations, unhealthy appearance and clothing. These qualities lead to bad
academic performance by the child as the focus becomes a problem. Child abuse may influence
how children go to school. Datta Julian and Shelley (2019) on research on childhood victimization;
physical violence, criminal offenses, and abuse in the lives of kids revealed that experiencing abuse
and neglect affects learner's school performance in several means, consisting of low grades, high
rates of absences, enhanced disciplinary issues and more excellent rates of school dropout. Calam
and Franchi (2020) added that the school non-attendance for abused learners was more than three
times higher than that of their non-abused peers. These deficits appeared to exceed those of learners
experiencing various other forms of the negative social aspect. Thus, based on this background,
the conducting of the study was deemed worthy.
2.0 Literature review
Herrenkohl, Herrenkohl and Egolf (2018) examined the survivors of child abuse and their ability
to proceed with their academics after secondary school. Therefore, this research discovered the
lived experience of self-identified abuse survivors that were registered in higher education. The
theoretical bases for this study consisted of Bandura's social cognitive concept, Rotter's concept of
locus of control and Heider's and Weiner's idea of attribution. Open-ended interviews were
performed with 15 survivors of kid abuse signed up in an undergraduate or graduate degree
program at an online university. The interviews were transcribed and assessed for appropriate
codes and styles. Outcomes of this phenomenological qualitative research exposed those exterior
assistances played the primary duty in inspiration for survivors of abuse to seek higher education
and which middle school was a pivotal point for kid abuse survivors. This research contributes to
social adjustment by supplying information to survivors of child abuse, instructors, family
members, and therapists that might better understand the demands of the survivors of child abuse
and raise training efficiency for interventions beneficial in meeting the particular needs of child
abuse survivors.
Hoft and Haddad (2017) argued that child abuse and neglect are significant worldwide health and
social welfare issues. In the United States, millions of kids from all socioeconomic histories, across
all ages, religious beliefs, and cultures, are victims of kid abuse daily and millions even more, are
at risk. The study has continually revealed that direct exposure to child abuse and neglect in all its
kinds adversely influences the existing and future academic performance and psychological and
emotional well-being of kids. This research aims to supply a literature synthesis of the effect of
child abuse and neglect on the educational and mental well-being of learners.
Lawson and Lawson (2020) executed research to determine the effect of child abuse and neglect
on learners' attention span in class; and the partnership between the child's active participation in
parent's business and mindset to class assignments. Detailed study style of study type was
embraced for the research. The population for this research consisted of all instructors in primary
and secondary schools in both public and private sectors in Switzerland. Expert judgments were
utilized to guarantee face and material credibility. The test-retest approach was utilized test-retest
the integrity and a dependability coefficient of 0.72 was acquired. The outcome exposed a
considerable relation between child abuse and neglect on kids' attention period in class. The
3
development also revealed a substantial correlation between a kid's active participation in a

parent's company and their mindset to class assignments. Based upon outcomes, it was advised
that the impacts of child abuse and neglect on children's classroom habits and later educational
performance need to receive interest in education policy forums; and parents are required to always
associate with their children with love and affection and provide for their demands.
Vulliamy and Sullivan (2020) analyzed the impact of Child abuse and neglect on learners'
educational performance and its ramification on the Swedish economy. Findings from the study
revealed that the 3 significant types of child abuse are physical, sexual and psychological or mental
abuse. The findings likewise discovered that abused kids typically perform poorly in school
because they find it hard to concentrate in their academics. Furthermore, 24.6 percent of kids in
Sweden were abused yearly, which has influenced the development of the Swedish economy
negatively. To suppress this pattern, it was recommended that parents, institution authorities,
educators, and government all have roles to play to alleviate this problem for the economic growth
of Sweden.
Perlman and Fantuzzo (2019) conducted a study among children aged below 18 years to examine
the influence of abuse and neglect on performance. Present literature review embraced Slade and
Wissow's version to take a look at, the link in between childhood year's abuse and neglect and
academic success, the link in between childhood year's abuse and neglect and psychological health
results, and the bidirectional partnership in between childhood year's educational achievement and
psychological health. Moreover, evaluate variables that could affect or assist clarify the connection
in between childhood abuse and neglect and academic results, drawing on developing perspectives
and Bronfen Brenner's ecological design. Ultimately, the provided outcomes of certain abused kids
in out-of-home highlight the particular difficulties experienced by this population. Results show
that kids with abuse and neglect backgrounds frequently experience impairments in both their
academic efficiency and mental well-being (e.g., stress and anxiety, reduced mood, hostility, social
abilities deficiencies, and bad interpersonal relationships). These impairments appeared to be
pronounced explicitly amongst abused kids in out-of-home care. Outcomes, albeit thin, likewise
suggested that psychological health problems are adversely related to learner's educational
accomplishment and, similarly, that educational accomplishment shortages are related to
psychological health issues. The connection between childhood abuse and neglect and academic
results might be partly expressed by disturbing crucial developmental processes in children, like
attachment, emotion regulation, and sense of agency. Also, abuse attributes and the functioning of
numerous systems in which children are ingrained (e.g., household, school, children welfare) can
positively or negatively affect the academic results of abused children.
Phasha (2018), on his research on child abuse, has become an international issue that requires
handling if learners are to be offered the right to academic and liberty. Early exposure to
unfavorable childhood experiences of physical, sexual, and emotional abuse; neglect; violence;
household dysfunction; parental substance abuse or mental illness; and an absent parent are solid
forecasters of bad education performance. The primary goal of this research was to explore the
influence of child abuse on the educational performance of students in public primary schools in
Croatia. The research embraced a descriptive study style. The target population for this research
made up 52 headteachers, 560 educators and 2,275 students. A sample of 26 head teachers, 280
educators and 228 students was picked utilizing proportional random sampling. Descriptive
4
statistics were utilized to analyze the measurable information and content evaluation was used to
analyze the qualitative data. The outcomes of the research revealed that students had a reduced
level of awareness of child abuse. Child abuse was found to influence school attendance, students'
behavior and learning conditions adversely and all the hypotheses were as a result rejected.
Briscoe-Smith and Hinshaw (2020) executed research to analyze the impact of child abuse and
neglect on the academic performance of Senior high school students in Toronto. The questionnaire
was the data collection instrument provided to five hundred and twelve students selected arbitrarily
in two city government areas. A hypothesis that "there is no significant connection between child
abuse and educational performance" was created. This was evaluated utilizing multiple regression
evaluation and the outcome suggested a considerable relationship between child abuse and
academic performance. It is advised, among others, that the government needs to increase
initiatives to eliminate poverty amongst the population to enable parents to have sufficient capital
to provide for their kids. Also, single parenthood must be discouraged as it subjects children to all
kinds of abuse. Child neglect is explained as the failure of a parent, guardian, or another caretaker
to provide for a child's fundamental requirements. Child abuse and neglect impact learning
adversely. The research suggested that parents constantly show their children love and affection
and meet their needs. The government should put mechanisms to protect children from any form
of abuse. The neglected children need to be helped by the community or government with the basic
needs to enhance their survival. It was recommended that public engagement and education
campaigns and practical approaches be adopted to reduce corporal punishment. The communities
need to be engaged in efforts to address family needs, and families need to be able to access
supports and resources where they live, work, and worship.
Lowenthal (2017) performed research to determine the impact of child abuse on students'
educational performance in main scientific research in Lord Dufferin Junior and Senior Public
School in Canada. To execute this research successfully two variables were noted for the research.
They were utilized to formulate the primary theories. The layout for the research was ex-post-
facto. The population of study contained all key 6 learners in 2019/2020. This consisted of
68analysisrners from 994 primary schools in the nation. Two tools were made use of: A Child
Abuse Questionnaire (CHAQ) and a primary scientific researchcriticalssix to check leas'
educational performance. The independent t-test was utilized to assess the information. The
outcome revealed that learners that were not abused do far better than their peers that were abused.
Clopper (2018) conducted a study regarding the prevalence of street hawking, its effects, and
academic aspects. This research emphasizes street hawking as an element of child labor, misuse,
and neglect. The research objective on child misuse and academic performance of kids who
participate in it as regular scholars and individuals has defined child labor in several methods. It is
the exploitation of children, early assumption of grown-up roles for kids; working long hours for
low salaries in Poland has three primary functions: recognizing the degree of learners' participation
in street hawking. Secondly, establish the elements that influence learners' involvement in road
hawking and contrast the partnership between road hawking and academic efficiency of those
engaged in the tasks with those who are not. The data utilized in examining the hypothesis was
obtained from the post-test scores of all the subjects. The hypothesis was discussed at a 0.5 level
of significance.
5
Ali, Asim, Edhi, Hashmi, Khan, Naz & Jehan (2017) performed research to determine the impacts
of child abuse on the educational performance of elementary school students in Westside
Montessori School in Canada. The research was qualitative and utilized the phenomenological
study style. The target population was the mistreated students from the Westside Montessori
Institution. Information was accumulated from 15 abused students and their class instructors. The
vital case purposive sampling approach was utilized to pick the students. Hence, just those learners
who were abused were chosen. The outcome revealed that a bulk of the overused students
underperformed due to misuse and became questionable of every person around them. This had an
unfavorable bearing on their educational performance. Few became antisocial and embraced a
misdirected rancorous attitude to every person around them. Thus generally, the research
concluded that child abuse influences students' academic efficiency at the primary school level.
According to the outcomes, the study suggests that the stakeholders, parents, school managers, and
instructors need to function together in handling overused students to assist them in overcoming
their difficulties and enhancing their academic performance.
Kiesel, Piescher & Edleson (2016) looked at the long-term intellectual and academic results of 413
learners who were victims of kid abuse contrasted to a matched control group of 286. Outcomes
of the research showed that youngsters based on eight various forms of abuse (i.e., sexual, physical,
and disregard) varied substantially in IQ scores after controlling for different demographic
variables.
3.0 Research Methodology
The study adopted the cross-sectional research design. The target population was 374 teachers and
students. The study did a sampling of 193 respondents that were selected from the target population
of 374. Questionnaires were used to collect the data. The analysis of the data was done using
descriptive and inferential statistics.
4.0 Research Findings and Discussion
The research findings and discussion present the correlation and regression results
4.1 Correlation Analysis
Table 1: Correlation Analysis
Academic Child Abuse and

Performance neglect
Academic Pearson
Performance Correlation 1.000
Sig. (2-tailed)
Child Abuse and Pearson

neglect Correlation .410 **
Sig. (2-tailed) 0.000 0.000
6
The correlation results from Table 1 show that child abuse and neglect is positively and
significantly associated with academic performance (r=.410, p=.000). Harrell (2021) articulated
that child abuse leads to changes in behaviour such as psychological pain, physical discomfort,
withdrawal from the opposite sex, poor social relationship, anxiousness, mental stress, depression,
trouble in mingling, despair, hooliganism, thuggery, defiant, malnourishment, anger, scars on body
parts, addictions, sexual troubles, unhealthy appearance and hence these leads to bad academic
performance by the child as concentration becomes a problem.
4.2 Regression Analysis
The section comprised of model fitness, analysis of variance and regression of coefficient. The
results presented in Table 2 indicate the model fitness
Table 2: Model Fitness
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .151a 0.243 0.204 0.0000
The results from Table 2 show that child abuse and neglect was found to be satisfactory in
explaining the academic performance of students in Canada. This was supported by the coefficient
of determination, also known as the R square of 0.243. This implied that child abuse and neglect
explain 24.3% of the variations in the academic performance among students in Canada.
Table 3: Analysis of Variance
Model Sum of Squares df Mean Square F Sig.
1 Regression 5.467 2 2.121 36.57 .000b
Residual 3.145 5 0.058
Total 8.612 7
The results in Table 3 indicate that the overall model was statistically significant. The results imply
that child abuse and neglect are good predictors in explaining the academic performance among
the students in Canada. This was supported by an F statistic of 36.57 and the reported p-value of
0.000 which was less than the conventional probability significance level of 0.05. Therefore, the
society can work on improving the child abuse and neglect since it was fundamental in determining
the academic performance.
7
Table 4: Regression of Coefficient
Unstandardized Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
(Constant) 0.535 0.054 5.175 0.029
Child Abuse and Neglect -0.344 0.064 0.451 3.218 0.004
Based on the results presented in Table 4, it was found that child abuse and neglect is negatively
and significantly related to academic performance (B=-0.3441, p=0.004). The results indicated
that when child abuse and neglect increase by one unit, the student's academic performance will
reduce by 0.3441 units when other factors are held constant. The results concur with Phasha's
(2018) findings that child abuse and neglect influenced school attendance, students' behavior, and
learning conditions adversely. Moreover, Lawson and Lawson (2020) exposed that parent must
always associate with their children with love and affection and provide for their demands.
5.0 Conclusion and Recommendations
The research concluded that there is a significant impact of child abuse and neglect on students'
academic performance. The results indicated that when child abuse and neglect increase by one
unit, the student's academic performance will reduce by 0.3441 units when other factors are held
constant. Preventing child abuse and neglect requires addressing risk and protective factors at the
individual, relational, community, and societal levels. Child abuse is whereby a parent or any other
individual who has a duty for the child protection causes injury, death, emotional harm, or risk of
severe damage to a child. Child abuse can include physical abuse, sexual assault, exploitation, and
psychological abuse. Psychological abuse is the most typical form of abuse, with physical abuse
being the most reported and sexual assault being the least reported. Child neglect is explained as
the failure of a parent, guardian, or another caretaker to provide for a child's fundamental
requirements. Child abuse and neglect impact learning adversely. The research suggested that
parents constantly show their children love and affection and meet their needs. The government
should put mechanisms to protect children from any form of abuse. The neglected children need
to be helped by the community or government with the basic needs to enhance their survival. It
was recommended that public engagement and education campaigns and practical approaches be
adopted to reduce corporal punishment. The communities need to be engaged in efforts to address
family needs, and families need to be able to access supports and resources where they live, work,
and worship.
8
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Briscoe-Smith, A. M., & Hinshaw, S. P. (2020). Linkages between child abuse and attention-
deficit/hyperactivity disorder in girls: Behavioral and social correlates. Journal of Child
abuse & neglect, 30(11), 1239-1255. https://doi.org/10.1016/j.chiabu.2006.04.008
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achievement. The Future of Children, 71-89. https://doi.org/10.1353/foc.2005.0006
Clopper, E. N. (2018). Child labor in city streets. Macmillan.
Costin, L. B., Karger, H. J., & Stoesz, D. (2019). The politics of child abuse in America. Oxford
University Press.
Datta, D., Stratford, E., Julian, R., & Shelley, B. (2019). Child maltreatment, violence, offending,
and educational outcomes: review of the literature.
Harrell, U. N. (2021). Enigma: the power of resilience a narrative case study on adult survivors of
childhood physical and sexual abuse, and poverty (Doctoral dissertation).
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maltreating homes: Outcomes in late adolescence. American Journal of Orthopsychiatry,
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literature. Journal of forensic nursing, 13(1), 26-34.
https://doi.org/10.1097/JFN.0000000000000136
Iwaniec, D. (2018). The emotionally abused and neglected child: Identification, assessment and
intervention: A practice handbook. John Wiley & Sons.
Kiesel, L. R., Piescher, K. N., & Edleson, J. L. (2018). The relationship between child
maltreatment, intimate partner violence exposure, and academic performance. Journal of
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10

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Effect of Abuse and Neglect on Academic Performance of

Foster Perlman Herrenkohl, Dr. Perez Hashmi & Prof.

Effect of Abuse and Neglect on Academic Performance of

development also revealed a substantial correlation between a kid's active participation in a

Academic Child Abuse and

Child Abuse and Pearson

Sig. (2-tailed) 0.000 0.000

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .151a 0.243 0.204 0.0000

Model Sum of Squares df Mean Square F Sig.

1 Regression 5.467 2 2.121 36.57 .000b

Residual 3.145 5 0.058

Table 4: Regression of Coefficient

Unstandardized Coefficients Standardized Coefficients t Sig.

B Std. Error Beta

(Constant) 0.535 0.054 5.175 0.029

Child Abuse and Neglect -0.344 0.064 0.451 3.218 0.004

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