Effects of child-abuse on pupils’ academic performance in primary schools in Uganda

Abstract

The purpose of the study was to assess the effects of child abuse on pupils’ academic performance at school in Kyarusozi Sub-County, Kyenjojo District in Western Uganda. The objectives were to assess the nature of child abuse, find the psychosocial support offered in the community and in schools and assess the effects of child abuse on the academic performance of pupils. The case study design adopting quantitative and qualitative approaches was used. The sample was 364 respondents but the study managed to get 360. Simple random sampling method was used to select teachers and pupils while purposive sampling was used to collect data from head teachers and teachers. Analysis involved use of descriptive statistics (frequencies and percentages), inferential statistics (regression statistics) and content analysis. This study established that most pupils were subjected to various forms of physical child abuse, child neglect and psychological/emotional child abuse. Physical child abuse involved children being intentionally burnt, beaten, kicked and punched. Child neglect involved children being intentionally denied food, clothing, shelter, medical care and school needs. Psychological/emotional child abuse involved children being intentionally blamed, yelled at, forced do things, harshly criticized, belittled and rejected. Despite children experiencing abuse, the psychosocial support provided to them was inadequate and ineffective. This study establishes that child abuse contributed to poor pupils’ academic performance. Based on the findings a number of recommendations were made. These focused on policy framework/guidelines to provide the enabling environment for addressing abuse against children in schools, awareness of educators about past or continuing child abuse and adequate and efficient handling of child abuse in order to improve pupils’ academic performance at school.