Abstract
This study sought to examine teachers’ perceptions of child maltreatment. Teachers (N = 66) responded to open-ended questions asking how physical and sexual abuse and emotional neglect affect student learning and classroom behavior in an online survey. Teachers reported that maltreatment outcomes manifest in academic difficulties, attention-deficit, disruptive and internalizing behaviors, and other maltreatment-related sequelae. Teachers reported more negative consequences from attention-deficit and disruptive behaviors on classroom behavior compared to all other maltreatment outcomes combined. Given the overlapping behaviors exhibited by maltreated children and children with attention-deficit and disruptive behavior disorders, a greater emphasis should be placed on educating teachers on these similarities to better assist them in detecting and responding appropriately to potential cases of child maltreatment.
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Martin, C.G., Cromer, L.D. & Freyd, J.J. Teachers’ Beliefs about Maltreatment Effects on Student Learning and Classroom Behavior. Journ Child Adol Trauma 3, 245–254 (2010). https://doi.org/10.1080/19361521.2010.523061
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DOI: https://doi.org/10.1080/19361521.2010.523061