AbstractsMedical & Health Science

The purpose of this study was to examine the relationship between traumatic stress and the academic achievement of primary school students. National educational achievement statistics show that academic underachievement is a significant problem for all students in the United States and for culturally diverse students is particular. This study utilized data from a nationally norm referenced database collected by the National Center for Education Statistics (NCES) to assess the relationship between traumatic stress and academic underachievement for primary school students. Furthermore, it examined if the relationship between traumatic stress and academic underachievement was controlled by culture, gender, or socioeconomic status (SES). Thus far, deficit-orientated perspectives have guided programs that attempt to improve the academic achievement of students in general and culturally diverse students in particular. Traumatic stress theory allows for ecosystemic factors to be included in an understanding of academic achievement, which engenders a strength-based view of students. Linear regression analyses showed that traumatic stress was a significant negative predictor of academic achievement. Furthermore, lower socioeconomic status or culturally diverse background also predicted negative achievement. Implications of this study are that counselors and educators need to assess for traumatic stress among students, as traumatic stress has a significant impact on achievement. Interventions for traumatic stress in the school setting are needed in order address chronic underachievement of students.