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Children’s Coping in the Academic Domain

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Handbook of Children’s Coping

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

School failure is expensive—to American society, to families, and to individual children. According to some estimates, the national rate of school dropout hovers between 25 and 30% (United States Department of Education, 1985). Its distribution across geography, race, and ethnic groups ranges from essentially zero in some predominantly Caucasian suburban school districts to over 60% for African-American inner-city children (Hamack, 1986; Levin, 1986). Over 700,000 young people drop out of school each year (Dryfoos, 1990). Adolescents who leave before completing a high school degree are more likely to face unemployment and to earn significantly lower incomes (Rumberger, 1987). In addition, they are more likely to participate in a host of socially undesirable activities, including drug and alcohol use, gang activity, teenage pregnancy, and delinquent acts (Fad & Ryser, 1993).

Each child who fails to learn is a personal tragedy and a social loss. Children with inadequate education are more likely to become adults who are unemployed, on welfare, imprisoned, or who bear children out of wedlock. A nation whose future depends upon a smaller pool of future workers is undermined by each child who fails to acquire essential knowledge and skills.

National Commission on Children, 1993

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Skinner, E.A., Wellborn, J.G. (1997). Children’s Coping in the Academic Domain. In: Wolchik, S.A., Sandler, I.N. (eds) Handbook of Children’s Coping. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-2677-0_14

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