The Significance of Poor Educational Outcomes in Early Childhood as a Result of Child Abuse and Neglect

Abstract

Several bodies of research have linked child abuse and neglect to poor educational outcomes. Child neglect may occur through: occasional inattention, chronic under-stimulation, severe neglect in a family context or neglect in an institutional care. This paper reviews articles and reports of children placed in orphanages, social welfare and underprivileged homes due to the lack parental support on psychosocial care. It addresses and builds on the impact neglect has on children’s brain development, family involvement, educational outcomes, developmental milestones and future outcomes including transition to adulthood, early marriage and employment. A history of childhood abuse and neglect predicts family disengagement, cognitive impairment, poor mental health, poor education and high rates of school dropouts leading to poor employment outcomes.

1. Introduction

Abuse and neglect significantly impact a child’s physical and emotional well-being. According to Foster et al. child neglect is often underreported but has devastating effects on children [1]. Abuse and neglect can be evaluated in four types of unresponsive care: occasional inattention, chronic under-stimulation, severe neglect in the family context, and severe neglect in an institutional setting [2]. While every child is impacted differently by abuse and neglect, the ability to cope and thrive depends on the severity of the abuse and neglect [3].

Firstly, a child’s brain development and brain structures can produce onsets of adverse outcomes following neglect [1]. Neglect for children is the absenteeism of the biological needs to develop healthy milestones [2]. Child abuse and neglect are adverse childhood experiences that result in harm or threat to a child [2]. The lack of service and return during infancy and childhood without a parent increases the risk of child neglect [2]. Lack of serve and return is due to the failure of stimulation needed to develop the child’s basic needs and the lack of responsiveness persisting and compounding it with lost opportunities for a child’s development [2]. This multifaceted ineffective interaction is harmful in the early years of a child’s life [2]. Children who are abused and neglected may experience limited access to a caregiver and may develop adverse physical and mental consequences. In addition to experiencing changes in the family environment and social interactions, children who have experienced abuse and neglect in the past will be more likely to experience changes in their present. Since these children have faced stressful and traumatic events, they may be more prone to feeling anxious and overwhelmed in the present. They may also have difficulty forming healthy relationships and trust, leading to emotional and behavioural issues [4]. Some other evidence of abuse and neglect are signs of bruises, scars, abrasions, unkept daily school uniforms and clothes and consistent unhygienic living.

In addition to disoriented development, regular exposure to toxic conditions in childhood can distort the biological makeup of the body’s hypothalamic–pituitary–adrenal (HPA) axis [5]. HPA is a neurological system that sends signals to the brain to alert the body of dangerous events. Science tells us that the brain is complex and composed of dynamic stages of plasticity and biological and environmental integration [5, 6]. Early experiences of abuse and neglect impact the brain’s capacity to shape and make developmental changes to respond to trauma-related stress and psychological issues [5, 6]. Those who have experienced abuse and neglect are more likely to have changed family environments and social interactions.

Existing research indicates that in the United States, 1 in 7 children experience child abuse and neglect [7]. In 2020, 1750 children died of abuse and neglect in the United States [7]. With the spike of COVID-19, an estimated 600,000 children were victims of abuse and neglect in 2021 [8]. The National Children’s Alliance estimated that 1820 children died from abuse and neglect in 2021 the United States [8]. A higher child fatality rate for boys at 3.01 per 100,000 compared to girls at 2.15. African-American child fatalities were 2.9 times greater than white children and 3.9 times greater than Hispanic children [8]. A fraction of children are in extreme poverty due to increased maltreatment; 75 percent of the poverty line rises from 10 percent to 15 percent in a state. Therefore, the number of total victims of maltreatment is estimated to rise by 22 percent [9]. The increase in poverty has negatively impacted children’s characteristics from the abuse and neglect and parents’ parenting style. According to Economic Research, children with working mothers and absent fathers are presumed to experience abuse and neglect. Children with two non-working parents or parents whose income is below 75 percent of the official poverty level are likewise impacted by abuse and neglect [9].

However, there is limited research on psychological poverty from an ecological perspective on why poverty is harmful and the multiple disadvantages accompanying low income in America [10]. There is minimal research on the home state of abuse and neglect and children’s suboptimal psychosocial and physical conditions [10]. Based on research, low-income children, compared to middle-income children, experience more violence, family disruption and separation from their families [10]. Family violence and neighbour crimes determine how strong parents can hold their families. Children abused or neglected have aggressive behaviour.

In America, 13% of U.S. children will have experienced maltreatment by parents and caregivers before adulthood [11]. Many children from low-income, racial families exhibit aggressive behaviour. 40% face it from their community, 25% from childcare and 70% from aggressive friends [12]. According to research, black children are overrepresented among maltreatment victims, whereas Latino and white children are typically underrepresented. A high poverty rate correlates with deviant peers among adolescents [13]. There is an expansion in Families living in both high- and low-income communities. Many families face developmental outcomes that significantly affect their mental health and well-being [13]. Poverty may also occur when children spend weeks in foster homes or institutional care without solid relationships with their parents, relatives and neighbours.

Child maltreatment in the United States is also higher than in previous years. Corresponding to research from Court Appointed Special Advocates, 2023 (CASA), children experiencing long-term chronic abuse and neglect are at a higher risk of low academic achievement [14]. Research has also shown that children exhibit lower academic performance when physically abused [14]. Feelings of fear and helplessness can accompany both physical and sexual abuse and may pose a threat to life, bodily security and sanity [14]. These traumatic events can lead to long-term anxiety or post-traumatic stress, which may result in school absenteeism, poor academic performance and emotional harm [14]. In general, mistreated children in the first five years of life demonstrate poor social skills and classroom behaviour, with a risk of school maladaptation [15].

Additionally, due to adverse psychosocial and economic circumstances, many children leave school before finishing high school [15]. Children who experience sexual abuse demonstrate lower cognitive abilities, memory scores, and academic achievements than healthy families [14]. A study of 7–12-year-old girls who were victims of sexual abuse found that 48% reported below-average grades, 24% repeated a grade, 15% enrolled in a remedial class, and over 37% displayed cognitive ability below 25% [14]. Subsequently, children who experience abuse and neglect exhibit developmental, health and mental outcomes that negatively affect their learning and social relationships [14]. Many children grow to develop attention deficits and deficits in executive functions, peer rejection, depression, anxiety and post-traumatic stress. In addition, affected children exhibit a high risk of substance use, severe illness and lower economic productivity [14]. Other research on cascading consequences finds that some children report abuse and neglect when parents do not effectively fill their co-regulator roles [14]. Children with caregivers who cannot serve as co-regulators are vulnerable to the vicissitudes of a challenging environment [16]. Although children can cope effectively with mild or moderate stress when supported by a caregiver, conditions that exceed their capacities to cope adaptively often result in problematic short- or long-term consequences [16]. This paper aims to understand the connection between child abuse and neglect and its impact on educational outcomes.

2. Maltreatment

Child maltreatment is described as experiencing active and passive forms of physical, emotional and sexual dimensions from the lack of social, cultural and legal consensus [17]. Children with maltreatment histories are at greater risk of cognitive and language development difficulties [18]. Child maltreatment may include violations such as injury, sexual violence, abduction, attacks in schools and hospitals, recruitment by armed forces or groups and killings [19]. Children may experience maltreatment from homes but also in schools and orphanages, resulting in life-long impaired physical and mental health, poor social and occupational outcomes, and sexual and emotional violence [17]. There is an alliance between Childhood maltreatment and high risk of Diabetes, lung disease, malnutrition, vision problems, heart attack, functional limitations, brain damage and high blood pressure [19]. Approximately 3 in 4 children ages 2–4 years regularly suffer physical punishment and psychological violence from parents and caregivers [17]. Children exposed to maltreatment may lack the necessary positive problem coping skills that usually emerge during childhood and later develop in adolescence [20]. Preschool children are at a higher risk of severe injuries due to physical child abuse. According to Ewing-Cobbs and others, 45% of child brain injuries result from violence, compared to 5% caused by accidental injury [21].

DiScala, Sege, Li, and Reece reported that almost 11% of all brain injuries to children 5 years old and under resulted from battery, shaking, and other forms of violence. Shaken Baby Syndrome (SBS) affects 60% of infants and may cause the brain to move within the skull, resulting in the stretching and tearing of the blood vessels with no obvious external signs of injury [22]. SBS may cause permanent brain damage, long-term or severe disability and death [23]. De Bellis et al. (1999) found that maltreated children during infancy and early childhood had noticeable differences in overall brain size compared to those who were not maltreated [24]. Victimised children early in life also exhibited other harmful changes to their brains. De Bellis et al. (1999) attributed a child’s inability to grow, plan and regulate stress to the early years of maltreatment [23, 24]. King et al. [25] also found that children exposed to neglect and sexual abuse had elevated cortisol levels, affecting their ability to express positive stress [26].

In addition, maltreated preschoolers are likely to show developmental delays in language, motor skills, intellectual functioning and academic achievement [23, 24, 27, 28, 29]. Research on attachment relationships finds that maltreated infants, toddlers and preschoolers show avoidant, anxious or atypical attachment relationships with their caregivers 29. Preschoolers may be unable to trust their parents or primary caregivers, feeling insecure or unattached from them and uncomfortable in their environment [30]. A child’s behaviour during abuse and neglect directly infers the lack of reliability, availability and responsiveness for the child to build a healthy attachment. The failure to provide adequate nutrition, adult care, education and social skills to a child can be identified as insecure attachment or disorganised attachment [30]. In comparison, comparing maltreated preschool children in foster care to non-maltreated preschoolers, Pears and Fisher found that maltreated children exhibit lower scores on visuospatial, language and general cognitive functioning than peers who were not maltreated [31].

Child maltreatment may negatively impact a child’s executive functions, ability to speak fluently, maintain memory and process information [32]. Furthermore, maltreated children are less inclined to engage in academic exploration and, therefore, require external motivation to engage in educational activities [33]. There is a relationship between disability and maltreatment where children’s disabilities may be exacerbated by maltreatment [25]. Furthermore, maltreated children in foster care or out-of-home services are more likely to receive special education services [34]. Children with special education may receive services such as counselling, behaviour therapy, art therapy, occupational therapy, and speech therapy to reduce the effects of trauma and adverse childhood experiences [35].

Research associate’s childhood maltreatment outcomes with mood and anxiety disorders, post-traumatic stress, antisocial and borderline personality disorders and substance use disorders [36]. Child maltreatment increases a child’s probability of unipolar depression, severe depression and syndromal depression, which occurs 4 years into a child’s maltreatment history [36]. Science shows that early exposure to circumstances that produce persistent fear and chronic anxiety can have lifelong consequences by disrupting the brain’s architecture [36]. Ongoing fear and chronic anxiety prolong the activation of the body’s stress system, resulting in long-term physical and psychological problems [36]. According to the World Health Organisation (WHO), child maltreatment can affect the child’s cognitive and academic performance and is strongly associated with alcohol and drug abuse, smoking, obesity, unintended pregnancy and violence [17]. Children affected by alcohol and drugs may be at risk of noncommunicable diseases, including cardiovascular diseases and cancer [17]. Children and youth may also experience abuse from being exposed to intimate partner violence between their parents or witnessing or hearing a caregiver hitting another adult [37].

In the 2008 Canadian Incidence Study of Reported Child Abuse and Neglect, researchers tracked child maltreatment investigations in a representative sample of 112 Canadian child welfare agencies during the fall of 2008. Two hundred thirty-five thousand eight hundred forty-two investigations were conducted in Canada (39.16 per thousand 0- to 16-year-olds). 14.19 per 1000 children were exposed to intimate partner violence (34%), neglect (34%), physical abuse (20%), emotional maltreatment (9%), and sexual abuse (3%) [38]. Whereas in 2019, 676,000 children in the United States reported to child protective services as victims of abuse or neglect [39]. However, most abuse and neglect cases are unreported emotional abuse due to child health consequences and adult psychological well-being. For example, several longitudinal studies of Depression and Anxiety found that childhood maltreatment is associated with chronic depression in adulthood [39]. Many adult victims of child abuse are also at higher risk of substance use than an adult without a history of abuse. It is a leading cause of disability-adjusted life years (WHO). Childhood maltreatment increased the risk of recurrent depressive episodes and suicidal ideation by 20%- 230% during a 3-year follow-up of 2497 participants diagnosed with major depressive disorder in the National Epidemiological Survey on Alcohol and Related Conditions (NESARC) [40]. Ellis et al. (2017) also highlighted the importance of early prevention from social welfare services and depression treatment for adolescents [41].

Children placed in orphanages may also be victims of maltreatment. Research shows that children in orphanages and shelters typically lack the basic need for appropriate food and shelter [42]. Older children in orphanages often drop out of school to support their younger siblings [43, 44]. In Tanzania, 2.6 million orphans have HIV/AIDS [45]. HIV/AIDS causes significant stressors to children, profoundly affecting their psychosocial well-being and mental health functioning [26]. Research finds that many orphaned or abandoned children fall behind in school or have only a few years of schooling due to poor households, inadequate housing, malnutrition, lack of access to medical care and a higher prevalence of depression and higher morbidity [46]. According to Bronfenbrenner’s [43] ecological framework on children’s development and functioning, there are five systems critical to a child’s development: proximal or distal manner, macrosystem, exosystem, microsystem, mesosystem and ontogenic development [41]. Many parents discipline their children from their cultural beliefs and values, guiding the child’s upbringing. A poor macrosystem affects the accessibility to services in society. If a community has unskilled leaders, the macro system loses sustainability in child welfare services and parental opportunities to gain skills in being authoritarian parents. A child’s ecosystem includes structures in the community such as neighbourhoods, support groups, services and socioeconomic climate. An unclean community with little structure, soiled houses, unstable running water and unhygienic pollution contributes to child abuse and neglect. The relationship between the child’s parents and their school setting impacts their upbringing and educational achievements [46].

2.1 Impact of childhood trauma

Trauma exposure often begins early in life. Early experiences can shape the brain and give rise to vital developmental competencies such as language; there is an equal potential for adverse exposures, such as trauma-related stress, to cause maladaptive developmental changes [47]. Experiences of adverse events can become biologically consolidated, creating individual vulnerability to various psychological issues later in life. According to research, children exposed to abuse and neglect are most likely to experience a significant risk of long-lasting and intergenerational problems in their development; children may experience low self-esteem, depression and anxiety [4].

Child abuse and neglect are most common among children younger than age 3. Children under 5 are most likely to experience injuries from falls, choking and poising [48]. A body of research explains that children suffer the most severe, long-lasting and harmful effects when trauma exposure alerts. Younger children may experience difficulties forming an attachment to caregivers, excessive fear of strangers or separation anxiety, trouble eating and sleeping and difficulties with developmental milestones 51. School-age children experience aggressive behaviours, are withdrawn from home and parents and exhibit difficulties concentrating in school. In addition to the above implications of trauma and abuse, children will exhibit resilience to childhood trauma when participating in childhood programs and services. Statistically, in Tanzania, only 10% of the population is economically secure (UNDP, 2020), 19% of children live in households below the national poverty line, and 88% live in multidimensional poverty (NBS & UNICEF, 2019) [6]. UNICEF reports that children are undernutrition, mothers face maternal undernutrition (28.8% of women of reproductive age are anaemic), low birth weight and poor infant and young child feeding practices. Only 53.5% of mothers initiate breastfeeding early, 58% excessively breastfeed their infant under six months, and only 30.3% of children aged 6–23 months have a minimum acceptable diet [6]. These are contributing factors to child abuse and neglect and poor academic achievement. The prevalence of stunting is in the lowest income quartiles in Tanzania; both poverty and stunting are more prevalent in rural areas, particularly in the remote areas of Tanzania [6].

Moreover, in a study on child maltreatment and its association with poor education and employment outcomes, children may develop cognitive impairments and behavioural problems that interfere with learning and other skills to succeed in school [6]. In many families placed in disadvantaged homes, children inherit poor primary, secondary and post-education risks with meagre employment opportunities. According to the National Centre for Children in Poverty [49], in 2006, almost 17% of children (approximately 13 million) in the United States were poor [50]. Young children face the highest poverty rates, as 20% of children under age 6 in the United States live in families living below the poverty level. More than 4 in 10 children live in a household struggling to meet basic expenses, and between 7 million and 11 million children live in households where they cannot feed themselves [51]. Due to increased poverty and child maltreatment, neighbourhood violence and student violence impede job-seeking or school attendance. Children and youth face these difficulties because of the lack of resources and services available, extreme suspensions or expulsions resulting from dropping out of school early.

2.2 Lack of parent and family involvement in the child’s education

A child’s academic performance is the foundation for monitoring scientific rearing and education [49]. A child’s display of physical well-being, motor development, emotional health, social knowledge and positive approach to new experiences shows school readiness [52]. Paying attention to a child’s ability to succeed academically and socially in a school environment is impertinent. Poor environment and lack of social services and resources disrupt a child’s ability to succeed in school. The lack of parental or positive mentoring from parents limits a child’s ability to develop competencies and skills to improve their mental health during adolescence and adulthood [53, 54]. The lack of support from childhood also affects an adult’s access to social support for anxiety and depression. Family involvement in a child’s education looks at parents engaging in literacy activities at home, interactions with school staff and behaviours at school and home [55].

According to research, children face poverty differently. Poverty is also evaluated and measured differently depending on the family history; researchers can evaluate based on the incidence of poverty, the depth of poverty, the duration of poverty, the timing of poverty, community characteristics and the impact it has on the child’s world; parents, peers and neighbours [55]. For example, the Institute of Research and Public Policy showed that differences between students from low and high-socioeconomic neighbourhoods were evident by grade 3. Children from low socioeconomic neighbourhoods were less likely to pass a grade 3 standards test [56, 57, 58]. Many children do not acquire the competence needed in the school setting due to absence of basic health care and economic security which places many children at risk for academic failure before they enter school, in many similar circumstances, families may lack resources and support to meet school expectation at hand [59, 60]. Given the growing number of young children spending most of their development in early years setting, it is crucial for caregivers and educators to reciprocate and nurture rich experiences that create outdoor opportunities for children to build a solid foundation in learning (NAEYC, [60]). Studies show that school readiness is a major part of a child’s social and emotional learning, it reflects on their ability to succeed both academically and socially in safe and secure school environment [61, 62]. A safe and secure environment must ensure all students receive physical well-being and appropriate motor development, emotional health and a positive approach to new experiences, age-appropriate social knowledge and competence, age-appropriate language skills, and age-appropriate general knowledge and cognitive skills [57, 60, 61].

It is essential to recognise the impact a child’s home has on their school readiness [63]. Children with minimal connections to their natural world and people to interact with to build language skills are more likely to face difficulties at school. Parental inconsistency with routines and frequent changes with caregivers can contribute to inefficient support for the child.

Studies suggest associations between low-income households and school readiness (Denton & West, 2002) [62]. There are ongoing concerns about children who present with significantly low skills in vocabulary, communication, numeracy, copying and symbol use, concentration, and cooperation with others at school. Furthermore, schools with many underprivileged students have lower readiness than schools with less underprivileged students. In such schools, inadequate staff, resources, water stability and food provision are considered factors that slow the school system (ref needed) [64]. Underprivileged students at school arrive with cognitive and behavioural disadvantages. The research and public policy institute shows that students are less likely to pass a grade 3 standard test due to their socioeconomic status.

2.3 Child marriages

Early marriage is a violation of human rights. Many children are involved in child marriage. Child marriage violates children’s rights; four in 10 girls ages 15–18 get married. In many African countries, a quarter of all girls are victims of female genital mutilation and cutting. Child marriage is the world’s highest rate of teenage pregnancy [65]. The recognition of a child’s right to free and full consent to a marriage took place in the 1948 Universal Declaration of Human Rights. It is inappropriate for boys and girls to be involved in early marriage due to the physical, intellectual, psychological and emotional impacts it sets on young children. Aside from these impacts, early marriages may cut off educational opportunities and personal growth [65]. Premature pregnancy and childbearing leading to domestic and sexual subservience is a cause of neglected young girls [65]. According to the UNICEF report (2001), early marriage extends a woman’s reproductive span, contributing to more children without contraceptives. Early marriage also contributes to the health needs of the mother and children; the mother may be affected by HIV/AIDS while the child suffers from chronic health conditions [65]. It is common in Sub-Saharan Africa and South Asia. Specifically in South Asia, marriages earlier than a girl’s puberty stage are uncommon.

In contrast, marriages occur in many other parts of the globe, such as Latin America and Eastern Europe, when a girl reaches puberty. According to the World Fertility Survey and DHS data in Kenya, Uganda, Zimbabwe, and Senegal, early marriages continue and negatively affect young girls. Whereas in Cameroon, Cote d’Ivoire, Lesotho, Liberia and Mali, early marriages are under control with advocacy in place [66]. In Asia, girls get married in their teens, such as in Nepal, Afghanistan, Bangladesh, and China. Many girls engage in early marriages to protect their families, be submissive to their husbands, and obtain household responsibilities. For example, in Uganda, girls are married to militia members to protect their families. In Somalia and many Muslim countries, girls are married to protect their dignity and reduce sexual interactions with other males. It helps prevent premarital sex and prevents girls from engaging with male students and teachers. Early marriage inevitably contradicts children’s ability to earn quality education. Mostly, girls deny their personal development, preparation for adulthood, and the ability to support their family effectively. Girls who marry early are practically and legally excluded from continuing their education. Girls in Bangladesh, for example, are exempted if a good and wealthy husband is approachable and ready to marry. There are also associations between traditional societies, roles and education. A girl’s education is diminished or unlooked because household duties are more important to girls. Poor education also arises when secondary school girls are placed in boarding schools; parents present anxiety and fear of sexual interactions, harassment and insecurity with boys, which discourages and reduces school attendance. Girls involved in early marriages from abuse and neglect earn fewer educational qualifications skills and lower earnings in skilled jobs [65]. Figures 1 and 2 address unmarried and married youth ages 15–19. In the Middle East and North Africa, 7% are married youth; in sub-Saharan Africa, 9% are married youth; and in South Asia, 14% are married youth. From the diagram below, many children and adolescents from South Asia experience the most child marriages. Early marriages are due to often being forced into early sexual activity and early childbearing. According to UNICEF figures on child marriage in Asia, girls between 15 and 19 are more likely to die from pregnancy and childbirth complications than women between 20 and 24. UNICEF records that 1 in 4 young women in South Asia are married before 18. Poverty in South Asia leads to less education and living in rural areas among girls due to child marriage. Similarly, child marriage is pervasive in Afghanistan; girls are viewed as an exotic burden on the family, creating room for early marriage. Fifty-seven percent of Afghan girls are married before they turn 16, and 60 to 80 percent were forced into those unions by their families [67].

Figure 1.

Evidence of child marriages that occurs across the world for children ages 15–19. South Asia is the leading country with 20% of females in the population are marriage youth compare to 8% of married youth are males from 2006 to 2010 and 2011–2015 (Elsa Steiner et al., 2017).

Figure 2.

Proportion of unmarried and married youth in selected regions. From this numeric graph, many youth married have access to employment and educational opportunities but very little youth have communication resources. (Elsa Steiner et al., 2017).

2.4 The impact of poor environment, lack of social services and resources on child’s education

A child’s physical well-being, appropriate motor development, emotional health, positive approach to new experiences, social knowledge, and competence shows school readiness [68]. A child’s ability to succeed academically and socially in a school environment must be paid much attention. Poor environment and lack of social services and resources dominate a child’s ability to succeed in school. As mentioned in the chapter, children are primitively withdrawn from school and more likely to demonstrate poor school attendance. For children exposed to child maltreatment, lack of support means not having access to positive mentoring from their parents or adult caregivers. The lack of support limits their opportunities to develop competencies and skills to improve their mental health during adolescence and adulthood as a result of the right to access mental health literacy resources for positive impacts on both individual and population health. The burden of poor mental health intensifies the development of severe anxiety and depression. Research shows children and adolescents with mental health problems may lack knowledge of early symptoms which creates barriers to access helpline centers. Children and adolescents with mental problems need pathways, life-course care and mental health prevention [69, 70].

According to research, children will face poverty differently. Poverty is evaluated and measured differently, depending on the family history. Researchers can evaluate based on the incidence of poverty, the depth of poverty, the duration of poverty, the timing of poverty, community characteristics and the impact it has on the child’s world, parents, peers and neighbours. For example, The Institute of Research and Public Policy (Montreal, Quebec) showed that differences between students from low and high-socioeconomic neighbourhoods were evident by grade 3; children from low-socioeconomic neighbourhoods were less likely to pass a grade 3 standards test [71]. It is essential to recognise the impact a child’s home has on their school readiness [57]. Children with minimal connections to their natural world and people to interact with to build language skills are more likely to face difficulties at school. Also, significant parental inconsistency with routines and frequent changes with caregivers can build inefficient support for the child.

Canadian studies show associations between low-income households and school readiness. Ongoing concerns about children presenting with significantly low vocabulary, communication skills, knowledge of numbers, copying and symbol use, and the ability to concentrate and cooperate with others at school and home (Thomas, 2007). Furthermore, schools with a high number of underprivileged students have lower school readiness compared to schools with less underprivileged students. In such schools, indications of parental demography, parental and child health conditions play a significant role in school readiness. The home environment of the child, the maturity of the caregiver, inadequate access to breastfeeding and ongoing nutrition, lack of access to physical and mental care of both the child and caregiver are high risk factors to school readiness [72, 73, 74].

3. Discussion

This unit focuses on Social Support and services to support parents, children and youth dealing with mild to severe abuse and neglect. Home visits are functional support systems to connect strongly with parents and children to listen to stories to give emotional, academic and financial Support. It is a gathering of primary staff, health care workers and social workers investigating and interacting with children and caregivers. Home visits are purposeful to understand the environment and identify developmental strengths and weaknesses in children and caregivers. Home visits can be used in rural areas to follow up on the services and status of children in need or respond to urgent family problems. Another strategy that can be useful is social Support, which plays a crucial role in all relationships in education. According to research, it serves as a mediator and explains the effects of childhood maltreatment on mental health outcomes [20, 65]. Social Support refers to informational, emotional, or tangible Support from others [71]. Social Support promotes better physical health, cognitive functioning and psychological health. Children with severe fear and anxiety may benefit from programs that prevent fear-eliciting events [68]. Research on Adolescent and Youth Child Marriage provides effective policies to delay or prevent child marriage [70]. The strategies include empowering girls with information, skills and Support networks and providing economic Support and incentives to girls and their families [70]. Other policies to reduce poverty are Educating and rallying parents and community members, enhancing girls’ access to high-quality education and encouraging supportive laws and policies to end child marriages and meet the needs of married children [70]. For access to quality education, conducting advanced, innovative, and evidence-based research for sustainable outcomes is crucial. However, research on South Asian child marriages mentions interventions and research on the rise of child brides, investing in girls’ education, economic incentive programs, and awareness educating the public on sexual health are most significant. To pay attention to early marriages, girls must speak up and make decisions that benefit their education, abilities and opportunities. Many organisations provide girls and adolescents with life skills training and sexual health education to reduce the dangers of early marriages. Moreover, enrol girls in sexual health classes to be highly educated about them and how to refrain. In addition, actions to address the underlying causes of child marriages may involve religious leaders as positive shifts in girls’ social attitudes. As well as putting value on these causes, families, communities, and parents place a value.

4. Conclusion

In summary, abuse and neglect significantly impact a child’s physical and emotional well-being. To make changes, more schools need to be responsive to the needs of children as a contribution to the reeducation of child abuse and neglect. Teachers and educational administrators must be accountable for the physical and emotional well-being of students regardless of their disability, economic status and or gender identity. Signs of abuse and neglect can be a reflection of both caregivers and educators. Greater emphasis must be applied to child-initiated, teacher-supported learning experiences for positive and healthy zones of proximal development. This paper focused on child abuse and neglect in the concept of child maltreatment, childhood trauma, lack of parent involvement, child marriages and the impact of poor environment, lack of social services and resources and its association with poor educational outcomes. Children from abused and neglected homes face difficulties building social relationships and performing well in school. Many children drop out of school before primary school due to a deficiency of parental support. Children from low-income families perform poorly in school compared to middle-income families. Students from low-income families demonstrate literacy and numeracy skills. Abused and neglected children are more likely to grow and develop ADHD, Autism and other developmental delays. A gathering of research recognised the impact abuse and neglect have on parents; parents grapple to find social services to overcome their barriers. Due to the lack of support, children abused in early marriages contribute to poor education and employment stability. Many girls deny their personal development, preparation for adulthood, and the ability to support their family effectively. Girls who marry early are practically and legally excluded from continuing their education. As a result of the high rate of abuse and neglect, strategies and recommendations to support and reduce poverty, abuse and neglect, and poor education comprise planning home visits to understand the needs of families, providing social support, attending to children’s health and well-being and finally supporting parents with parent training to nurture their children properly.

Acknowledgments

I am grateful for my parents and friends who played a part in encouraging me to work on this research paper. I am grateful for IntechOpen for this valuable opportunity to build on my research skills and knowledge in child abuse and neglect. I would like to thank Algonquin College for the background in Early Learning and community development.