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The relationship between child maltreatment, intimate partner violence exposure, and academic performance Lisa R. Kiesel, Kristine N. Piescher and Jeffrey L. Edleson

By: Kiesel, Lisa R.
Contributor(s): Piescher, Kristine N | Edleson, Jeffrey L.
Material type: materialTypeLabelArticleSeries: Journal of Public Child Welfare.Publisher: Taylor & Francis, 2016Subject(s): ADVERSE CHILDHOOD EXPERIENCES | CHILD ABUSE | CHILD EXPOSURE TO VIOLENCE | CHILD NEGLECT | DOMESTIC VIOLENCE | EDUCATION | INTIMATE PARTNER VIOLENCE | VICTIMS OF DOMESTIC VIOLENCE | UNITED STATESOnline resources: Read abstract In: Journal of Public Child Welfare, 2016, 10(4): 434-456Summary: This article presents a longitudinal examination of the association between children's experiences of child maltreatment (CM) and intimate partner violence (IPV), alone and in combination, with children's academic performance. Integrated, administrative data from the Minnesota Departments of Education and Human Services were used to obtain a sample of 2,914 children. Data provided an opportunity to study comparisons of single (CM or IPV) and combined experiences (CM-IPV), longitudinally observe the impact of these experiences on academic functioning, and make comparisons to the general population. Results revealed significant differences in school attendance and math and reading performance by adverse experience. Children exposed to CM and IPV, individually or in combination, underperformed at school. IPV-exposed children had the poorest outcomes. Findings highlight the need for dedicated screening for adverse childhood experiences, particularly IPV exposure, and devoting greater educational and social service resources as a means of promoting future school achievement and adult functioning. (Authors' abstract). Record #5674
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Journal of Public Child Welfare, 2016, 10(4): 434-456 (Administrative/Big Data Sets and Child Welfare Research)

This article presents a longitudinal examination of the association between children's experiences of child maltreatment (CM) and intimate partner violence (IPV), alone and in combination, with children's academic performance. Integrated, administrative data from the Minnesota Departments of Education and Human Services were used to obtain a sample of 2,914 children. Data provided an opportunity to study comparisons of single (CM or IPV) and combined experiences (CM-IPV), longitudinally observe the impact of these experiences on academic functioning, and make comparisons to the general population. Results revealed significant differences in school attendance and math and reading performance by adverse experience. Children exposed to CM and IPV, individually or in combination, underperformed at school. IPV-exposed children had the poorest outcomes. Findings highlight the need for dedicated screening for adverse childhood experiences, particularly IPV exposure, and devoting greater educational and social service resources as a means of promoting future school achievement and adult functioning. (Authors' abstract). Record #5674