Academic Decline as a Result of Trauma

Tinto (1993)’s theory states that each individual possesses pre-college characteristics that have to do with socioeconomic background and personal educational experiences which predict whether or not they will complete and be successful in college. Joran et al. (2014) found that not enough research has been conducted on the direct correlation between sexual assault and academic performance. Despite this, the research is clear that girls of color are more likely to experience sexual trauma, in conjunction with being more likely to come from poorer families. Because of this, there is a clear need for research that examines the academic impact on girls who have experienced sexual trauma. 

Low GPA, low reading levels, high dropout rates are all associated with exposure to trauma (Ngo, Langley, Kataoka, Nadeem & Escudero, 2013).  Ziegler found that “…for the traumatized child, success in school carries more weight than for other students” (Ziegler, 2014). In addition, according to the National Child Trauma Stress Network, “Not all children exhibit noticeable signs of abuse” (NCTSN, 2003).  Joyce Dorado and Vicki Zakrzewski, advocate that “It’s worth noting that not all kids will act out. However, for those who do, once you recognize the trigger, kindly and compassionately reflect back to the child” (Dorado, 2013; Zakrzewski, 2013). Cole et al. (2005) emphasizes the lasting impact of trauma on the learner. Cole et al. (2005) state: “Poverty, chronic stress, domestic violence, natural disasters, and other high-risk contexts for child development may have lasting effects when they damage or impair these (three) crucial adaptive systems” (p. 43).