Trajectories of academic performance in sexually abused children and potential correlates

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Background: Childhood sexual abuse (CSA) is associated with detrimental consequences in children, including lower academic performance. However, studies have rarely explored the diversity of longitudinal academic profiles among CSA victims. Objectives: The objectives of this study were (1) to identify trajectories of academic performance in CSA victims and (2) to explore potential correlates of these trajectories. Participants and settings: The study involved 738 Canadian children between the ages of 5 and 14 who had experienced CSA and their non-offending parent and their teacher. Methods: At three different assessment times, spaced 6 months apart, the child’s teacher was invited to complete a questionnaire regarding the child’s academic performance. Measures of potential correlates of the trajectories were assessed by teacher (child’s behavior problems), parents (children’s experience of peer victimization) and children (coping strategies). Results: The three-trajectory model was selected as the final model. The High functioning trajectory (42%) included children who exhibited high academic performance at the first assessment but decreased slightly over time. The Low and Increasing trajectory (16%) identified children whose academic results were initially low but improved over time. Finally, the Moderate and Stable trajectory (42%) comprised children with an average academic performance over time. Compared to the other two groups, children in the High functioning trajectory were less likely to report peer victimization and show externalizing and internalizing behavior problems as assessed by caregiver and teacher. They were also younger and living in more socially and economically advantaged backgrounds. Conclusions: These results emphasize the crucial role of available resources in a child’s environment and their protective effect on their academic adaptation.