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The elementary-school functioning of children with maltreatment histories and mild cognitive or behavioral disabilities: A mixed methods inquiry

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  • Haight, Wendy
  • Kayama, Misa
  • Kincaid, Tamara
  • Evans, Kelly
  • Kim, Nam Keol

Abstract

This mixed methods inquiry examined the school functioning of elementary school-aged children with maltreatment histories and mild cognitive or behavioral disabilities. Quantitative analyses of linked social service and education administrative data bases of 10,394 children in Minnesota with maltreatment histories indicated that 32% were eligible for special education services. Of those children with maltreatment histories and identified disabilities, 73% had mild cognitive or behavioral disabilities. The most frequent primary disabilities categories were specific learning disabilities (33%) and emotional/behavioral disabilities (27%). Children with maltreatment histories and mild cognitive or behavioral disabilities scored significantly below children with maltreatment histories and no identified disabilities on standardized assessments of math and reading, and this gap increased with grade level for math. Qualitative interviews with 22 child welfare professionals and 15 educators suggested why some children with maltreatment histories, especially those with mild cognitive or behavioral disabilities, struggle in school. Risks to school functioning included children's and families' multiple unmet basic and mental health needs which can mask or overshadow children's mild disabilities; poor cross systems collaboration between child welfare, education and mental health systems; and inadequate funding, especially for mental health services. Protective factors included child engagement in school, parent engagement with child welfare services and a professional culture of cross-systems collaboration. Implications are discussed for holistic child, family and system-level interventions.

Suggested Citation

  • Haight, Wendy & Kayama, Misa & Kincaid, Tamara & Evans, Kelly & Kim, Nam Keol, 2013. "The elementary-school functioning of children with maltreatment histories and mild cognitive or behavioral disabilities: A mixed methods inquiry," Children and Youth Services Review, Elsevier, vol. 35(3), pages 420-428.
    • Handle: RePEc:eee:cysrev:v:35:y:2013:i:3:p:420-428
    DOI: 10.1016/j.childyouth.2012.12.010
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    References listed on IDEAS

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    1. Lightfoot, Elizabeth & Hill, Katharine & LaLiberte, Traci, 2011. "Prevalence of children with disabilities in the child welfare system and out of home placement: An examination of administrative records," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2069-2075.
    2. Larson, Anita M., 2010. "Cross system comparisons of children in treatment foster care: Using agency data to study cross-system child outcomes," Children and Youth Services Review, Elsevier, vol. 32(1), pages 89-97, January.
    3. Scarborough, Anita A. & McCrae, Julie S., 2010. "School-age special education outcomes of infants and toddlers investigated for maltreatment," Children and Youth Services Review, Elsevier, vol. 32(1), pages 80-88, January.
    4. Stone, Susan, 2007. "Child maltreatment, out-of-home placement and academic vulnerability: A fifteen-year review of evidence and future directions," Children and Youth Services Review, Elsevier, vol. 29(2), pages 139-161, February.
    5. Shannon, Patrick & Tappan, Christine, 2011. "A qualitative analysis of child protective services practice with children with developmental disabilities," Children and Youth Services Review, Elsevier, vol. 33(9), pages 1469-1475, September.
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    1. Sanders, Jane E. & Fallon, Barbara, 2018. "Child welfare involvement and academic difficulties: Characteristics of children, families, and households involved with child welfare and experiencing academic difficulties," Children and Youth Services Review, Elsevier, vol. 86(C), pages 98-109.
    2. Cheng, Tyrone C. & Lo, Celia C., 2018. "Racial disparities in the proportion of needed services maltreated children received," Children and Youth Services Review, Elsevier, vol. 94(C), pages 72-81.
    3. Kayama, Misa & Haight, Wendy & Ku, May Lee Mary & Cho, Minhae & Lee, Hee Yun, 2017. "East Asian and US educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions," Children and Youth Services Review, Elsevier, vol. 73(C), pages 128-144.
    4. Kayama, Misa & Haight, Wendy & Kincaid, Tamara & Evans, Kelly, 2015. "Local implementation of disability policies for “high incidence” disabilities at public schools in Japan and the U.S," Children and Youth Services Review, Elsevier, vol. 52(C), pages 34-44.
    5. St. Jean, Spencer & Murphy, Ashley & Wright, Kendra & Law, Clara & Risser, Heather J., 2024. "Understanding the needs of foster parents of youth with special health care needs: Perceptions, barriers, and recommendations," Children and Youth Services Review, Elsevier, vol. 158(C).

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