Exploring the Impact of Child Abuse on Academic Performance of Students: A Study at Freeman Methodist Junior High School, Berekum

Abstract

This study explored the impact of child abuse on academic performance among students at Freeman Methodist Junior High School in Berekum. Utilizing a mixed-methods cross-sectional design, the research gathered quantitative data from 150 students aged 10–18 years through structured questionnaires. The objectives were to identify the forms of abuse experienced by students, examine the coping mechanisms they adopt, and analyze how these experiences affect their academic engagement and performance. Findings revealed that physical abuse (58.1%), verbal abuse (78.4%), and sexual abuse (45.1%) were the most prevalent, with parents or guardians identified as the primary perpetrators in over half of the cases. Most students employed passive coping mechanisms such as crying, remaining silent, or confiding in no one, reflecting emotional distress and limited support systems. Academically, abuse was found to hinder students’ school attendance, concentration, participation in class, and overall confidence in their academic abilities. For instance, 67.3% of students reported difficulty concentrating, and 76.5% described themselves as silent in class. The study concludes that child abuse significantly undermines students’ emotional well-being and academic performance. It recommends strengthening school counseling services, implementing child protection policies, promoting positive parenting, and deploying social workers to provide continuous support. These measures are crucial in ensuring a safe and supportive learning environment for children.