An Analysis of the Relationship Between Victimization, Learning Disabilities, and School Failure Among Youth Offenders

• In Event: Understanding Youth Victimization

Abstract

Prior research has highlighted the long-term consequences of child abuse, however the relationship between childhood victimization and educational disabilities remains underexplored. This study investigates the correlation between child sexual and/or physical abuse and educational outcomes, focusing on two key questions: (1) Are children who experience abuse more likely to have learning, behavioral, or other disabilities? (2) Does experiencing child abuse and having an educational disability increase the likelihood of school dropout or expulsion? Data from the centralized database of the juvenile justice office in a mid-Atlantic state are used to analyze patterns of victimization and academic outcomes. Guided by Life course theory, we hypothesize a significant association between child abuse and the prevalence of learning and behavioral disabilities, suggesting a bidirectional relationship where disabilities may increase vulnerability to abuse while abuse exacerbates educational challenges. Additionally, children with both abuse histories and disabilities are expected to show higher rates of academic failure, disciplinary actions, and school dropout. The results from this study will inform educational policies and intervention strategies to support at-risk students.

Authors

• Raelee Passuello, Old Dominion University

• Allison Chappell, Old Dominion University

• Scott Maggard, Old Dominion University