University of Bath

Academic Institute

Sarah HalliganNicole MarshallAletia Hagedorn

B3837

Experiencing abuse in childhood (i.e., physical, sexual, and emotional abuse) increases the risk of many adverse outcomes in adolescence and adulthood, including poor educational attainment. However, the mechanisms underlying the relationship between child abuse and poor educational attainment are less well understood. One possible explanation is that child abuse leads to increased mental health difficulties, which in turn causes disengagement and disinterest in school. Previous studies have evidenced that child abuse increases the risk of mental health difficulties in later life, including both internalising problems (e.g., depression, anxiety) and externalising problems (e.g., conduct disorder, ADHD). In turn, externalising behaviours have been associated with lower grades and increased rates of dropping out of school. Some evidence also suggests that internalising problems are related to worse educational attainment, but the findings have been inconsistent. Therefore, the current study aims to examine whether internalising or externalising problems mediate the relationship between child abuse and educational outcomes at age 16.

The current study could identify potential pathways from which child abuse leads to poor educational outcomes in adolescence, via either externalising and/or internalising problems. Additionally, findings can inform future programmes that aim to keep abused children abused engaged in school, by identifying key reasons why some children may not achieve academically (due to either internalising and/or externalising problems).

19/07/2021