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Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica

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Title: Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica
Language: English
Authors: Baker-Henningham, Helen, Meeks-Gardner, Julie, Chang, Susan, Walker, Susan
Source: Child Abuse & Neglect: The International Journal. May 2009 33(5):296-306.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Descriptors: Intervention, Classroom Techniques, Urban Schools, Emotional Development, Social Development, Prevention, Academic Achievement, Foreign Countries, Grade 5, Violence, Low Achievement, Elementary School Students, At Risk Students, Reading Achievement, Spelling, Mathematics Achievement, Aggression, Punishment, Neighborhoods, Gender Differences, Peer Relationship
Geographic Terms: Jamaica
DOI: 10.1016/j.chiabu.2008.05.011
ISSN: 0145-2134
Abstract: Objective: The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods: A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence--exposure to aggression among peers at school, physical punishment at school, and exposure to community violence--were assessed by self-report using an interviewer administered questionnaire. Results: Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Conclusions: Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Practice implications: Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression. (Contains 1 figure and 4 tables.)
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ842976
Database: ERIC
FullText Text:
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  Data: Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica
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  Data: <searchLink fieldCode="AR" term="%22Baker-Henningham%2C+Helen%22">Baker-Henningham, Helen</searchLink><br /><searchLink fieldCode="AR" term="%22Meeks-Gardner%2C+Julie%22">Meeks-Gardner, Julie</searchLink><br /><searchLink fieldCode="AR" term="%22Chang%2C+Susan%22">Chang, Susan</searchLink><br /><searchLink fieldCode="AR" term="%22Walker%2C+Susan%22">Walker, Susan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Abuse+%26+Neglect%3A+The+International+Journal%22"><i>Child Abuse & Neglect: The International Journal</i></searchLink>. May 2009 33(5):296-306.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Violence%22">Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Jamaica%22">Jamaica</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1016/j.chiabu.2008.05.011
– Name: ISSN
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  Data: 0145-2134
– Name: Abstract
  Label: Abstract
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  Data: Objective: The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods: A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence--exposure to aggression among peers at school, physical punishment at school, and exposure to community violence--were assessed by self-report using an interviewer administered questionnaire. Results: Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Conclusions: Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Practice implications: Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression. (Contains 1 figure and 4 tables.)
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      – Type: doi
        Value: 10.1016/j.chiabu.2008.05.011
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 296
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Violence
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      – SubjectFull: Low Achievement
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      – SubjectFull: Elementary School Students
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      – SubjectFull: At Risk Students
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      – SubjectFull: Spelling
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Aggression
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      – SubjectFull: Punishment
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      – SubjectFull: Neighborhoods
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Peer Relationship
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      – SubjectFull: Jamaica
        Type: general
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      – TitleFull: Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica
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