Nonfamilial Sexual Assault and Indicators of Abuse and Neglect

by Child Welfare Information Gateway

(Page 8 of 10)

Nonfamilial Sexual Assault

Typically in the child welfare field, the term "sexual abuse" refers to situations where a child is abused by a parent or another family member (e.g., an uncle, a stepparent) responsible for his or her care and wellbeing. Although the terms are not mutually exclusive, "sexual assault" typically implies a forced or coerced sexual act by someone from outside the family. Sexual assault is a broad term that encompasses several, more specific legal charges that can be levied depending on the circumstances of a case, including rape, statutory rape, sexual battery, forcible sodomy, and exhibitionism. The charges appropriate for a given case and the scope and meaning of these legal terms varies from State to State and or sometimes even within a State. For instance, statutory rape typically is considered a consensual act between an older person or adult and a minor, with the pertinent ages and age disparity ranging by jurisdiction.

There are several legal categories of sexual assault perpetrators, including:

The known adult. This abuser targets children outside the home and often does so within the context of a trusted relationship. All too frequently, there are cases of coaches, neighbors, youth group leaders, religious leaders, and others who exploit their contact with a child or with several children as an opportunity to sexually assault them.

The peer. The sexual assault of a teen or adolescent by a date or another peer is believed to be significantly under-reported to law enforcement, in part because the victims often feel some level of responsibility for the abuse. Although the pressure to engage in sexual activity while dating is not new, acquaintance rape goes beyond repeated sexual requests or "guilt trips" in an effort to gain sexual compliance.

The stranger. Whether from inside or outside of the family, most victims know the individual who perpetrates sexual violence against them. There are cases, however, of sexual assault being perpetrated by a stranger. These situations are so shocking or frightening that they often gain a higher level of notoriety or press coverage, which may make them seem more common than they really are.

Commonly in each of these situations, there is a power differential (e.g., age, physical size, or position in society) between the abuser and the victim that is a dynamic in the assault. The range of the child's possible subsequent behavior, which educators may note in school, is likely to be consistent with that of a child who was abused by a family member, making it difficult or impossible for the educator to ascertain the perpetrator's identity. Sometimes a student may not exhibit any physical or behavioral clue regarding a sexual assault, but may choose to confide in an educator because he or she is ashamed or afraid to reveal it to his or her parents or to law enforcement and is unsure of where else to turn. While educators are mandated reporters for cases of suspected physical or sexual abuse, they often are not specifically required to report sexual offenses perpetrated by individuals outside of the victim's family. Educators should be familiar with reporting requirements and guidelines in their school system.

Regardless of whether the perpetrator is a member of the victim's family, the majority of sexual violence cases occur when the victim is a child or adolescent. One national survey of women and girls who had been raped found that 29 percent of the cases occurred when the victim was less than 11 years old. Another 32 percent of the cases occurred when the victim was between the ages of 11 and 17.

There are numerous valuable resources to learn more about this issue, including the National Child Welfare Resource Center on Legal and Judicial Issues housed at the American Bar Association.

General Indicators of Abuse and Neglect

There are some indicators that serve as general signs that a child may be experiencing abuse or neglect rather than signaling the presence of one particular type of maltreatment. These general indicators include academic as well as emotional or psychological clues. It is important to remember that these also can be signs of other problems such as substance abuse, a reaction to divorce, or the witnessing of domestic violence, so it is crucial to follow each school's protocol in reporting suspected abuse.

Academic Clues

Academic performance may be a clue to the presence of child abuse and neglect. This is particularly true when there are sudden or extreme changes in performance. Previously good students who suddenly seem disinterested in school or who are no longer prepared for class may be maltreated. Students who suddenly refuse to change for gym class may be concealing evidence of beatings. There can be numerous clues suggesting neglect. Some of these factors may affect academic performance, such as children whose broken glasses have not been replaced.

Studies have revealed a relationship between child maltreatment and certain learning problems. For example, Cornell University's Family Life Development Center matched maltreated children with 530 children who had not suffered abuse or neglect and evaluated the school performance of each child based upon grades, grade repetition, achievement test scores, and other school adjustment issues (e.g., truancies, suspensions, and infractions of disciplinary codes). Results indicated that maltreatment has a significant negative influence on children's performance in school. The maltreated children scored lower in test scores, especially in reading, and earned fewer A's and B's and more F's than children who were not mistreated. In addition, children who have been maltreated show discipline problems at school, poor achievement, increased absences and dropout rates, and greater likelihood of repeating grades.

A similar study in Georgia using a smaller population (21 physically abused children, 47 neglected children) and a nonmatched control group compared test scores, grades, and teacher and parent interviews to examine the academic, social, and adaptive behavior of school-age children. Significant differences between the maltreated children and those in the control groups were found. Abused and neglected children were more likely to demonstrate disturbed behaviors (e.g., aggression, hyperactivity, anxiety, depression). Maltreated children had lower self-concepts and felt unpopular in school. In addition, maltreated children scored significantly lower in language, math, and reading scores in the Iowa and Georgia Criterion Reference Test. Teachers felt these children were learning at below-average levels and were more likely to repeat a grade.

Research also indicates that a child who is physically disabled or developmentally delayed is at a statistically greater risk of child abuse and neglect. In some instances, the disabled child may be viewed as a disappointment, a burden, or proof of the parents' "failure." Educators should be sensitive to the particular stresses that having a disabled child can produce in some families. Children whose physical needs and problems are ignored also may experience learning difficulties. Children who are always hungry, who cannot see the blackboard because they need glasses, or who cannot hear the teacher because they need hearing aids, cannot learn well, and this inability to learn will be reflected in academic achievement.

Academic difficulties may have a variety of causes, and the presence of an academic problem does not prove that child abuse or neglect exists. The possibility of child abuse or neglect, however, must be considered along with other possible causes when the problem is assessed.

About the Author

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