Dissociative symptoms and academic functioning in maltreated children: a preliminary study

Area of Science:

• Child Psychology
• Trauma Studies
• Educational Psychology

Background:

• Child maltreatment is linked to negative outcomes, including impaired academic functioning (AF).
• The specific impact of trauma symptoms like dissociation on AF requires further investigation.

Purpose of the Study:

• To examine the association between dissociative symptoms and multi-informant reports of AF in maltreated youth.
• To understand how dissociation relates to academic achievement, school membership, perceived competence, and grades.

Main Methods:

• Cross-sectional study of 149 maltreated youth with out-of-home care history.
• Assessed dissociative symptoms via youth self-report.
• Measured AF using standardized achievement tests, youth, caregiver, and teacher reports.

Main Results:

• Dissociative symptoms were significantly associated with poorer AF.
• This association remained significant after controlling for IQ, age, gender, and transitions.
• Findings indicate a link between specific trauma responses and academic difficulties.

Conclusions:

• Dissociative symptoms represent a significant risk factor for impaired academic functioning in maltreated youth.
• School personnel should be aware of the potential impact of trauma symptoms on students' academic performance.
• Interventions addressing trauma symptoms may improve academic outcomes for these youth.