1. Saint Louis University, A. Bonifacio St., Baguio City, Philippines; maribengwasan209@gmail.com
2. Saint Louis University, A. Bonifacio St., Baguio City, Philippines; Peejayf@gmail.com

*             Correspondence: maribengwasan209@gmail.com

Keywords: physical abuse, sexual abuse, emotional abuse academic performance, Philippines

1. INTRODUCTION

In general, children who have been neglected and abused have a tendency to score lower than the general population on tests that measure cognitive capacity, language development, and academic achievement. According to the findings of a study conducted in New York by [1], there is a significant connection between the abuse of children and poor academic performance during classroom functioning. Additionally, it destroys the personality traits that lead to the development of a young adult. Having a supportive environment at home can enhance a child’s experiences at school. Negative environments, on the other hand, have the potential to have a negative impact not only on the academic performance of students but also on their behavior.within the classroom. Abuse can be broken down into four categories, according to the Centers for Disease Control and Prevention (CDC), which is a national public health agency in the United States of America. These categories are physical abuse, sexual abuse, emotional abuse, and neglect abduction. According to the findings of [2], students who were not subjected to physical abuse had a higher level of achievement in primary science compared to students who were subjected to abuse. It was also discovered by [3] that children’s behavior and academic performance were impacted when they were subjected to physical abuse earlier in life. According to [4], negative health outcomes associated with child maltreatment, such as neglect, hunger, and all forms of abuse (i.e., sexual, physical, and emotional), are strong indicators of poor academic performance. Such outcomes include neglect, hunger, and all forms of abuse. Having a supportive environment at home can enhance a child’s experiences at school. Negative environments, on the other hand, have the potential to have a negative impact not only on the academic performance of students but also on their behavior [5]. According to [3,4], child abuse is one of the environmental factors that has the potential to cause the most harm to future generations. Child abuse and neglect are defined by [6] as any recent act or failure to act on the part of a parent or caretaker that results in death, serious physical or emotional harm, sexual abuse, or exploitation; or an act or failure to act that presents an imminent risk of serious harm. In other words, any of these factors can be considered instances of child abuse and neglect. Physical abuse, sexual abuse, psychological or emotional abuse, and neglecting abuse are the four categories that are typically used to classify child abuse. Although child abuse can take many forms, such as sibling abuse, medical neglect, and educational neglect, it is typically classified into these four categories. Because they are unable to learn effectively, children who have been abused have poor academic performance. During their time at school, children who have been victims of one or more forms of abuse exhibit certain behaviors that are distinct from those of other children, which in turn has an impact on their academic performance. There is always a lack of trust in people because they have been disappointed and abused by those who ought to be a source of joy, trust, defense, and security to them. As a result, they believe that nowhere is safe and nobody is to be trusted. [7] discovered that child abuse generally causes students to make slower academic progress. This is because there is always a lack of trust in people. As a result, this can result in changes in behavior, including emotional pain, physical pain, withdrawal from the opposite sex, poor social relationships, anxiety, mental stress, depression, difficulty in socializing, sadness, hooliganism, thuggery, rebelliousness, malnourishment, anger, scars on body parts, addictions, sexual difficulties, and an unhealthy appearance. They experience feelings of distraction and alienation from other students, teachers, and ultimately from their academic pursuits. [8] provided a narration that stated, “some recent literature suggests that some factor can compensate for the negative effect that abusers have on children’s academic success so that they can positively adjust their negative situation.” Mistreated children are unable to perform themselves in a satisfactory manner, as suggested by [9]. This is due to the fact that they have difficulty forming relationships, which can lead to a communication gap with their classmates and teachers. As a result, these children may receive lower grades and may also have difficulty adopting social norms. According to [10], “They also found that both neglected and physically abusive children fell into the same grade for childhood abuse and neglect and lack of academic work and lack of attention by working in the association between language decision as a proof of grade retention the school performs poorly but neglected children face the worst of them.” Creswell’s findings were published in the journal Child Development. I was able to observe the center for disease control and prevention.Children who are mistreated are less likely to be interested in school, which leads to higher rates of absenteeism, lower grades, and unsatisfactory test scores, as well as an increased likelihood of not wanting to continue their education. [11] found that having knowledge about child abuse is a major factor in the reason for low motivation. The findings of [12] indicate that children who have been maltreated may experience difficulties with their short-term memory. It has been stated by [13] that “child abuse becomes the result of poor school performance and disability to perform unwell in test.” According to the findings [14], “the effects of child abuse can be harmful to the body from an emotional and behavioral standpoint, and it can also have an effect on the development of the brain.” The psychological impact of child abuse is most commonly perceived as a risky behavior that can have an educational impact on a child who is abused. According to [15], “Abuse of children typically causes a delay in the development of students because they always lack confidence due to the fact that they face frustration, and this circumstance makes them a source of joyful defenses and security.” It is important for them to have the mindset that there is no safe place to go and that nobody can be trusted. This results in a change in behavior, such as a withdrawal from sexual pain brought on by emotional pain, as opposed to sexual dysfunction or sexual dysfunction. a lack of solid social connections the challenge As a result of these characteristics, mental stress, deprivation disorders, sexual signs on causes of anger, and body malnutrition manifest themselves in a subdued manner. Additionally, garments are responsible for poor educational performance. An issue arises with the child when they suffer a concussion.It has been stated by the United States Department of Education that children who have been abused are unable to perform well in comparison to their classmates because they experience distress from both their classmates and their teachers. The findings of [16] state that children who have been abused are more likely to engage in aggressive behaviors. This is because children who have been abused are forced to confront oppositional behaviors such as fighting crime. It was stated by [17] that “children in the primary grade may fail to participate in class activities due to a lack of attention or a variety of learning difficulties.” [18] provided a definition that stated, “These behaviors and difficulties may reveal that school problems are related to classmates who have successfully fought with peers, and opposition to opposition with neglected teachers depends more on schooling than it does on other groups of children.” The experiences that Augustine had led him to the conclusion that “Children who have been subjected to one or more forms of abuse exhibit different behaviors.” This is because abusive children are unable to learn effectively, which results in poor performance in the classroom. Abuse and neglect of children are traumatic experiences that have serious effects on the brains of children who are still developing.

Figure 01: Conceptual Framework

2. MATERIAL AND METHODS

For the purpose of this study, a descriptive and phenomenological research design was utilized. The performance of abused children in school is investigated in this book. In order to acquire comprehensive knowledge regarding the issue, the qualitative method is utilized. Information has been gathered through the use of personal visits. The population of Manila has been chosen for this study. As a representative sample of the population, five students were chosen through the process of purposive sampling. All of the participants had experienced sexual abuse at the hands of a family member or other relative prior to reaching the age of a teenager. Interviews with a semi-structured format were used to collect the data. The purpose of conducting interviews is to gain a better understanding of the situation from the perspective of the contributor. Guidelines, rules, and questions for interviews were developed based on research questions and observations received from participants. In addition, a demographic questionnaire was developed in order to collect demographic data, which was then utilized as a point of comparison and correlation between the responses of the participants.

3. RESULT AND DISCUSSION

Table 01: Demography of Participants

Table 02: Types of Physical Abuse

The participants all came forward and told someone else about their experiences of sexual abuse. Only one of the five participants did not come forward with her abuse until she was an adult in front of her family. The other four participants came forward with their abuse. Two participants disclosed the abuse three years after it had begun, one participant disclosed it two years after it had begun, one participant disclosed it four years after it had begun, and one participant disclosed it five years after it had begun. Three participants disclosed their information to their aunty, other family members, or teachers, while two participants disclosed their information to their parents or caregivers. Only two of the participants received responses of support from adults, but one of the participants had received support from her teacher when she disclosed her information. None of the perpetrators of the abuse were held accountable or subjected to legal repercussions. All of the cases did not involve any involvement from the authorities.

Table 03: Summary

Before the age of 18, every single participant in the study had been subjected to sexual abuse at the hands of a member of their family or a qari. The number of abusers was a total of five. One participant was abused by two abusers, while four participants were abused by a single abuser each. Six of the five abusers were related to the members of the group: two of them were her brothers, one of them was an uncle, two of them were qari, and one of them was a cousin. Recall bias and the ages of the participants at the time of their abuse made it difficult to determine the exact ages at which they were abused, the length of time they were abused, and the number of times they were abused. This was the case for some of the participants. In accordance with their most accurate estimations, the ages of the participants at the beginning of the abuse ranged from two to five years old, with the average age of onset being three and a half years old. There was a wide range of ages among the abusers, ranging from eight to sixteen years old, with the average age of the abuser as thirteen years old. Both the length of time and the frequency of the abuse varied from one instance to multiple instances over the course of three years. Some of the different forms of abuse that the participants were subjected to included being ignored by their parents (N=5), being ignored by other members of their family (N=5), being kissed (N=2), being fondled/pinched/groped (N=4), and being raped (N=4). All participants said abuse hurt their self-esteem and sense of self: “My attitude and my way of being me totally changed”. Participant 1. Four participants specifically discussed how abuse and disclosing abuse negatively affected their self-worth and self-value: Being embarrassed throughout was the worst part. I felt degraded during the abuse. I felt manipulated and devalued. Afterward, telling others that I had been treated that way humiliated me because I thought it would make them feel like they could treat me the same. Participant 2 expressed deep shame, embarrassment, and stigmatization fears. These feelings often prevented or delayed abuse disclosure: “And 1 had fear or shame with her disclose because 1 felt embarrassed”. (3rd participant). Discussed how her husband’s knowledge of her sexual abuse and loss of virginity affected their relationship: “He knew I wasn’t a virgin before marriage. So eventually I don’t hold the same value and that (unintelligible) changed “. Her abuser came home and asked for her forgiveness, saying God had forgiven him. She confronted him, and her parents told her to forgive him. The people the participants disclosed to affected their self-esteem by their reactions, or lack thereof. Three participants said they lost physical power and control during abuse. One participant felt threatened: “I wanted to say no but went silent. I was terrified and ashamed “(participant 2). One participant was physically assaulted, while another was restrained. I remember being sleepy, then he touched me and I felt a lot of pain (Participant3). Participants found these factors deeply disempowering because they could not physically resist the abuse. Powerlessness went beyond physicality. Some women felt emotionally powerless after abuse. Two participants felt powerless to report the abuse because they feared for the abusers’ or loved ones’ safety: “He said he would kill me if I told anyone” Some survivors were not informed of what would happen after disclosure: “Nobody spoke to me. Mom never asked or told me. The only thing I knew was that they took me to the doctor.” (Participant2) was excluded from deciding her fate and who would be involved. For four participants, their disclosers minimized their experiences and took away their power to expose the abuser. “I felt it was time for me to let it out,” one participant said of her mother’s off-handed comment about abuse as she was gathering the courage to disclose it. My mom said, ‘Don’t let anybody tell you you were abused.’ Like saying don’t let a therapist convince you you were abused. I felt like I had to keep this to myself. I decided not to bring it to her. Tell her. I felt confined. (Participant1)” All participants were angry. The abuser betrayed the family’s trust and love and exploited their vulnerability, angering two participants. One participant disclosed: “The anger of seeing him again and that my family was going to help him out, again” (Participant2). Her family was unaware of the sexual abuse, but the abuser knew. Her anger prompted her disclosure and confrontation of him. The people to whom four participants disclosed their abuse either responded or did not respond, making them angry. One participant said, “I was angry to be doubted by my parents. They worried me with their attitude. My parents didn’t want revenge. Not even look for him “(participant4). Her abuser confessed, but her parents’ doubt left a lasting impression. She was angry at her grandmother’s silence after her disclosure: “She was weak. I thought she’d do nothing. No action from her! She doesn’t care! She’s powerless! She doesn’t care! So weak! Two participants recalled childhood anger and frustration. Because of their fathers’ absence and their mothers’ preoccupation and neglect, survivors felt more vulnerable and like targets for abuse: “Even now, I remember his face, the pain, and I ask myself, ‘Why? That guy abused me because I had no father attention? He exploited me because my mother wasn’t caring for me?” Participant 5. All participants are secondary school students from different schools who no longer want to study. Because they feared abuse anywhere and anytime, they couldn’t study or study other subjects. Little attention hurts their academic performance dangerously. However, after disclosure, all classmates were far away and could not discuss study and teacher assignments. My friendships have suffered since I’m alone. This study adds to the body of knowledge on how abuse and disclosure affect student academic performance and personality. The WHO Global status report on violence prevention 2014 found that 22.6% of adults worldwide were physically abused as children, with no gender differences. The study found that participants were bit, spanked/pinched, hit, and slapped. Slapping and hitting were the most common forms of physical abuse for the adolescent girls in Daral’s study. Previous research suggests child maltreatment can affect academic performance. Physical abuse can alter brain maturation and impair cognitive, language, and academic abilities. Maltreatment affects school absenteeism more than grades, especially after the first report. Comparing with the current results, most participants said physical abuse affects student achievement like class concentration, learning, homework, and absenteeism. Physically abused participants have a lower GPA than non-abused participants, indicating that physical abuse negatively impacts academic achievement and performance. This is consistent with Ifeyinwa and Ncheta’s findings that physical abuse and neglect affect students’ academic performance. attributed to cultural acceptance of physical abuse as a method of child rearing discipline and a lack of knowledge and awareness about how to change children’s behavior without using violence. Combining child, parent, and environmental risk factors usually leads to child maltreatment.

3. CONCLUSIONS

The study found that child abuse affected academic performance significantly. Due to ignorance, many students were abused by others, including physical, sexual, emotional, and neglect. Child abuse increased stress in the abused learner, affecting personal development. Child abuse negatively impacts student behavior, with abused students exhibiting different and negative behaviors. Abused children have learning disorders and perform worse than non-abused ones. Maximum abuse victims are children neglected by parents. Care, attention, love, and communication gaps between parents and children lead to abuse in our society. If parents and family don’t meet their needs, children and teens turn to other sources. Few Philippine studies have been done [19]. Disclosure of abuse and its effects on performance have only been addressed in 2018, and the cultural impact of disclosure has only recently been studied 20]. The study recommended that the Ministry of Education and curriculum design teach child abuse because social studies information on child rights is insufficient. The school management, mosque, media, and non-governmental organizations should also raise awareness of child abuse among students, stakeholders, and the community. School management should improve child abuse reporting and case management. This would make it easier for abused children to report cases, cope, and improve their lives. Student peer counseling should be encouraged because students can reveal secrets to peers and parents, making action easier. As a social community, schools hold seminars, role plays, and workshops for parents and guardians on “stop abuse; strong your child” to improve parent-child communication and reduce abuse. The study was incomplete. Thus, further research should be done to determine other causes of poor student performance, confidence, and role of parents in victim recovery, early abuse causes, and abuse awareness among young adult students in the Philippines.

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