The association between child maltreatment and academic achievement: A systematic review and meta-analysis

Abstract

Background

Although the association between child maltreatment and academic performance has been well-established, the magnitude of these associations remains unclear.

Objective

This study aims to summarize the associations between child maltreatment and its subtypes (physical, emotional, sexual abuse, and neglect) and academic achievement (general achievement, language arts, and math) as well as to explore potential moderators.

Participants and setting

This present meta-analysis included 59 studies with 211,568 participants, of which 50.6 % were girls, and their mean age was 10.49 years.

Methods

Seven English and three Chinese databases were searched on empirical studies that reported the association between child maltreatment and academic performance. Effect sizes (r) were synthesized using the random-effects model and moderation analyses were further performed.

Results

General child maltreatment and its four subtypes were associated with poor academic performance (aggregated: r = −0.16, 95 % CI [−0.18, −0.14]), language arts (aggregated: r = −0.20, 95 % CI [−0.22, −0.18]), and math (aggregated: r = −0.21, 95 % CI [−0.24, −0.17]). Emotional abuse and neglect had more adverse effects on academic performance than other types of maltreatment. Additionally, among maltreated children, boys, younger children, and those living in Europe-American regions tended to report relatively poorer academic performance than their counterparts.

Conclusions

There is a significantly negative association between child maltreatment and academic performance, although it varies by age, gender, country, and the measurements. These findings suggest that child maltreatment programs and educational support plan should be promptly developed and tailored to be age-specific, gender-sensitive, and culturally responsive to better support maltreated children.