@article{ref1,
title="Child sexual abuse, academic functioning and educational outcomes in emerging adulthood",
journal="Journal of child sexual abuse",
year="2021",
author="Soicher, Raechel N. and Becker-Blease, Kathryn A. and Mitchell, Jazlyn M.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="In many parts of the world, emerging adults, aged 18 to 25 years old, require education beyond high school to transition to a stable, secure adulthood. Child  abuse, trauma, victimization, and adversity have been shown to negatively affect  academic functioning and educational attainment during childhood and adolescence. Despite this, many emerging adults who have experienced these adverse events also  show remarkable resilience. Understanding both maladaptation and resilience among  emerging adults will inform efforts to increase academic success and post-secondary  educational attainment. In the current review, we synthesize literature on  associations between child sexual abuse and academic functioning and educational  outcomes in emerging adults and college students, including possible social,  emotional, and cognitive mediators. We find initial evidence that academic  functioning and educational outcomes are separable, with more research needed on  reasons for leaving college other than low grades, more research on community  colleges, trade schools, on-the-job training, military training, and other sites of  post-secondary learning, and as well as the antecedents and consequences of academic  experiences in emerging adulthood. Overall, we have a limited understanding of the  social and emotional functioning important to educational success in college and  other post-secondary educational settings.<p /> <p>Language: en</p>",
language="en",
issn="1053-8712",
doi="10.1080/10538712.2020.1847228",
url="http://dx.doi.org/10.1080/10538712.2020.1847228"
}