Thus, only those schools that had abused learners wereselected.Semi-structured interviews focus group discussion and document analysis were used to collect data. The critical case purposivesampling method was used to select these schools.
The target population were the abused learners from the Manzini primary schools.Data were collected from 15 abused learners and their class teachers in four schools. The study was qualitative in nature and utilised thephenomenological research design. Neglect and neglect in combination with abuse appeared to exacerbate a decline in academic performance that occurs as children enter junior high school.The purpose of this study was to investigate the effects of child abuse on the academic performance of primaryschool learners in the Manzini Region of Swaziland. Interestingly, the academic performance of all subjects dropped during junior high. The number of disciplinary referrals continued to increase through senior high for both neglected and abused/neglected students. Abused/neglected students in junior high had the highest number of grade repetitions. The combination of abuse and neglect had a particularly strong effect on the number of disciplinary referrals and grade repetitions. Neglect alone and neglect in combination with physical or sexual abuse was related to lower grades and more suspensions.
The results revealed that neglected children did perform more poorly than their nonmaltreated counterparts, having lower grades, more suspensions, more disciplinary referrals, and more grade repetitions, even when controlling for gender of child and SES. All subjects were in grades K through 12 in a small city in New York state. The sample included 324 neglected children and adolescents, and a matched nonmaltreated sample of 420 children and adolescents. The present study examines the effect of child neglect, alone and in combination with abuse, on academic achievement and school disciplinary problems for elementary, junior high, and senior high students.
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