All forms of family violence may negatively affect a child's development. However, research on child maltreatment is primarily focused on the child who is directly maltreated and does not often account for how other children in the family experience the abuse. The central aim of our study was to better understand how children's direct experience of physical abuse and exposure to physical abuse influence their academic outcomes. Data were taken from the Minnesota Departments of Education and Human Services. The sample was developed from a population-level cohort of 8-10 years old children (N = 1740) from two groups: Child Protective Service (CPS)-involved (a child who allegedly experienced physical abuse or a child who was exposed to the alleged physical abuse of another child in their household) and the matched comparison. Exposure to intimate partner violence (IPV) was also measured for CPS-involved children. School attendance and academic achievement were examined over 4 years. Descriptive statistics and Generalized Estimating Equations (GEE) were used to answer the three research questions. Over time, declines in attendance for children exposed to physical abuse were significantly greater than those of their matched peers. Exposure to IPV for CPS-involved children resulted in further declines in attendance. Math proficiency of children who experienced physical abuse declined at a significantly faster rate than their matched peers. The decline in reading proficiency of both children who experienced physical abuse and children exposed to physical abuse was more significantly pronounced than that of their matched peers. Differences in math and reading proficiency were eliminated when IPV exposure was taken into account. Child protection workers and school professionals should be aware of negative effects of experiences of and exposures to child maltreatment and work collaboratively to provide academic support, counseling, and other interventions to support children's academic stability.

中文翻译：

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经历过或受到身体虐待的儿童的学业成果。

所有形式的家庭暴力都可能对孩子的成长产生负面影响。然而，关于虐待儿童的研究主要集中在直接受到虐待的儿童身上，而往往不考虑家庭中其他儿童是如何经历虐待的。我们研究的中心目标是更好地了解儿童身体虐待的直接经历和接触身体虐待如何影响他们的学业成绩。数据取自明尼苏达州教育和公众服务部。该样本是从 8-10 岁儿童 (N = 1740) 的人群队列中开发的，来自两组：儿童保护服务 (CPS)-涉及（据称遭受身体虐待的儿童或暴露于据称对他们家中的另一个孩子进行身体虐待）和匹配的比较。还测量了涉及 CPS 的儿童的亲密伴侣暴力 (IPV) 暴露程度。学校出勤率和学业成绩在 4 年内进行了检查。描述性统计和广义估计方程 (GEE) 用于回答三个研究问题。随着时间的推移，遭受身体虐待的儿童的出勤率下降幅度明显大于其匹配的同龄人。参与 CPS 的儿童接触 IPV 导致出勤率进一步下降。经历过身体虐待的儿童的数学能力下降速度明显快于他们的同龄人。经历过身体虐待的儿童和遭受身体虐待的儿童的阅读能力下降比其匹配的同龄人更为明显。当考虑 IPV 接触时，数学和阅读能力的差异被消除。儿童保护工作者和学校专业人员应该意识到虐待儿童的经历和暴露的负面影响，并合作提供学业支持、咨询和其他干预措施，以支持儿童的学业稳定。