Degree
Master of Arts
Program
Education
Supervisor
Stewart, Shannon
Abstract
Research examining the relationships between trauma, bullying, and the combined effect of these experiences on school disengagement is scarce. Due to the plethora of negative outcomes that may result from trauma, bullying, and school disengagement, understanding these relationships is important in supporting children/youth with these histories. To address this gap in the literature, 8589 children/youth (aged 4-18 years) were assessed using the interRAI Child and Youth Mental Health Assessment. A multinomial logistic regression revealed that children/youth who reported interpersonal and non-interpersonal traumas were more likely to be bully-victims. Moreover, the likelihood of being a victim of bullying nearly doubled for those who reported interpersonal trauma, compared to non-interpersonal trauma. A negative binomial regression revealed that children/youth who reported non-interpersonal trauma were at greatest risk of school disengagement. Furthermore, those who were bully-victims were also at the highest risk for school disengagement. Implications for targeted prevention and intervention strategies are discussed.
Recommended Citation
Jeffery, Mikayla, "School Success After Trauma: Examining the Parallels Among Trauma, Bullying, and School Disengagement" (2019). Electronic Thesis and Dissertation Repository. 6132.
https://ir.lib.uwo.ca/etd/6132