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Child Sexual Abuse, Academic Functioning and Educational Outcomes in Emerging Adulthood.
Jazlyn M Mitchell1, Kathryn A Becker-Blease1, Raechel N Soicher1
1Oregon State University, Corvallis, USA.
Journal of Child Sexual Abuse
|January 8, 2021
Summary
Emerging adults with adverse childhood experiences can succeed in higher education, but more research is needed on resilience factors and diverse post-secondary settings to improve academic success.
Area of Science:
- Psychology
- Education
- Sociology
Background:
- Emerging adulthood (18-25 years) requires post-high school education for stable adulthood.
- Childhood adversity negatively impacts academic functioning and attainment.
- Resilience is observed in emerging adults despite adverse experiences.
Purpose of the Study:
- Synthesize literature on child sexual abuse and academic outcomes in emerging adults.
- Identify social, emotional, and cognitive mediators.
- Inform efforts to increase academic success and post-secondary attainment.
Main Methods:
- Literature synthesis and review.
- Analysis of associations between child sexual abuse and academic functioning.
- Exploration of mediators in academic outcomes.
Main Results:
- Initial evidence suggests academic functioning and educational outcomes are distinct.
- More research is needed on non-grade-related college attrition.
- Limited understanding of social-emotional factors in post-secondary success.
Conclusions:
- Understanding both maladaptation and resilience is crucial for supporting emerging adults.
- Further research should encompass diverse post-secondary settings and social-emotional factors.
- Targeted interventions can enhance academic success for vulnerable emerging adults.
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