Dissociative Symptoms and Academic Functioning in Maltreated Children: A Preliminary Study

Abstract

Research has identified numerous negative sequelae of child maltreatment that may adversely impact academic functioning (AF). There is limited research, however, on the relationship between specific trauma symptoms, such as dissociation, and poor AF. This cross-sectional study examined the association between dissociative symptoms and multi-informant reports of AF in a sample of maltreated youth with a history of out-of-home care. Participants included 149 youth and their caregivers and teachers. Dissociative symptoms were measured based on youth report, whereas AF was assessed using (a) standardized measures of academic achievement, (b) youth-report measures of school membership and perceived academic competence, (c) caregiver reports of youths' performance in school, and (d) teacher reports of student grades. Results of multiple regression analyses suggested that dissociative symptoms were generally related to poorer AF after IQ, age, gender, and the total number of school and caregiver transitions were controlled. Implications for school personnel are discussed.

Keywords:

• dissociation
• trauma symptoms
• academic functioning
• maltreatment
• child abuse

Acknowledgments

This project was principally supported by grants from the National Institute of Mental Health (K01 MH01972, R21 MH067618, and R01 MH076919, H. N. Taussig, principal investigator) and also received substantial funding from the Kempe Foundation, Pioneer Fund, Daniels Fund, and Children's Hospital Research Institute. The content is solely the responsibility of the authors and does not represent the official views of the National Institute of Mental Health or the National Institutes of Health.