Academic performance and adjustment of children exposed to traumatic events

Purpose: Children that have experienced traumatic events may have difficulties excelling academically. When academic problems occur as a result of exposure to traumatic events, it can be challenging for school staff to immediately recognize. Due to factors that are the primary focus within schools, the cause of the academic problem does not always gain treatment. The present study examines the effects of traumatic experiences on academic performance and adjustment. In addition, the impact of an after school trauma treatment program on elementary school children exposed to traumatic events is presented.

Methods: This randomized controlled research study screened elementary school children in a Midwestern school district to determine if they experienced traumatic events. Parents had to grant permission. Children with sub clinical trauma scores were excluded. Parents were administered the Parent Questionnaire and all children completed the Child and Adolescent Questionnaire, which assessed trauma symptoms and severity. Children were randomly assigned to Group A (treatment) or Group B (wait list /control). The children in Group A were provided with the I Feel Better Now trauma program by trained therapist for 10 weeks in a group setting. The I Feel Better Now program is made available through the National Institute of Trauma and Loss in Children. At intake and three months after the program, parents and children completed the Briere Trauma Symptom, the Achenbach Youth Self Report (YSR) and the Child and Adolescent Questionnaire. Group B received telephone calls from the therapist and began their treatment after Group A. Group B followed the same procedure as Group A.

Results: Type of trauma (dummy coded) and number of traumatic events were regressed on child academic and adjustment outcomes for both groups. Type of trauma and number of traumatic events predicted academic and adjustment difficulties. Post-hoc paired t-tests compared pre-test to post-test and post-test to three month follow-up mean scores for Groups A and B. The comparison showed statistically significant changes for all the scales of the YSR, indicating that there was improvement in functioning following participation in the program. Comparisons suggest that these changes endure over time.

Implications: Data demonstrates that children exposed to traumatic events suffer from academic struggles and adjustment, but when provided with treatment, display improvement in academic performance. Data suggests that academic problems may be related to exposure to traumatic events. Authors' research suggests that treatment for children exposed to traumatic events can be applied in a school setting.