The Legacy of Early Abuse and Neglect for Social and Academic Competence From Childhood to Adulthood

This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing earl...

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Bibliographic Details
Published in:Child development 2019-09, Vol.90 (5), p.1684-1701
Main Authors: Raby, K. Lee, Roisman, Glenn I., Labella, Madelyn H., Martin, Jodi, Fraley, R. Chris, Simpson, Jeffry A.
Format: Article
Language:English
Subjects:
Abuse
Academic Achievement
Academic Success
Adolescent
Adult
Adult Survivors of Child Abuse
Adults
Caregiving
Child
Child Abuse
Child abuse & neglect
Child Development
Child Neglect
Child, Preschool
Childhood
Children
Competence
Female
Humans
Interpersonal Competence
Interpersonal problems
Interpersonal Relations
Life course
Longitudinal Studies
Low Achievement
Male
Predictor Variables
Social Development
Social Skills
Young Adult
Young Adults
Young Children
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Summary:This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated with more interpersonal problems and lower academic achievement from childhood through adulthood (32–34 years). The predictive significance of early abuse and neglect was not attributable to the stability of developmental competence over time, nor to abuse and neglect occurring later in childhood. Early abuse and neglect had enduring associations with social (but not academic) competence after controlling for potential demographic confounds and early sensitive caregiving.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13033