Exploring the Impact of Child Abuse on Academic Performance

Abstract

Discussion: Exploring Your Sources (Monica) I believe that all my selected sources are credible and worth trusting. The reason behind this belief is the fact that all these four sources timeline is current since the oldest publication dates back in 2016 defining their credibility in addressing a pressing current issue. Three of my sources are from credible journals of education and counseling thus will offer reliable information from credible authors on the extent to which child abuse impact education performance. Herrenkohl, Hashmi & Lowenthal, (2021); and Dlamini & Makondo, (2017) conducted research to understand the extent of effects child abuse has on pupils academic performance while the others consulted literature reviews to explore this issue justifying the need to consider the content therein. Interestingly, the findings are mutual as all in unison noted that child abuse has adverse effects on academic performance for primary children. There is significant consideration of other scholars’ works throughout these four sources to confirm, refute or strengthen any notion regarding the issue under study. There is also relevant professional qualification on most of these four source’s authors in addressing the topic of study. Effects of child abuse is an issue addressed from varying perspectives by these scholars aiming at enlightening humans on the need to eliminate this act as it has adverse effects on varying areas ranging from education to general well-being of the child. The first concept I identified in these articles is the negative experiences of child abuse on different children from different regions. The other concept is the relationship between child abuse and neglect and poor academic performance amongst primary students. The other concept is the possible recommendations or remedy to this problem. Although these authors offer distinct arguments on this issue arguing it from physical, sexual, emotional, or psychological abuse point...