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Discuss how health impairment can have a negative impact on children's academic attainment? Can you please use citations or references?
Anonymous
Feb 20
Discuss how health impairment can have a negative impact on children's academic attainment? Can you please use citations or references?
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Feb 20
Health impairment can have a significant negative impact on children's academic attainment in several ways. One of the most obvious ways is through physical limitations that can affect a child's ability to attend school regularly and participate fully in classroom activities. Chronic health conditions such as asthma, diabetes, or epilepsy can lead to frequent absences from school, which can result in missed instruction and falling behind in academic progress (Taras & Potts-Datema, 2005).
In addition to physical limitations, health impairment can also impact cognitive functioning and academic performance. For example, children with attention deficit hyperactivity disorder (ADHD) may struggle with focusing and staying on task in the classroom, which can hinder their ability to learn and retain information (Froehlich et al., 2007). Similarly, children with mental health disorders such as anxiety or depression may have difficulty concentrating, managing emotions, and completing schoolwork, all of which can negatively impact their academic achievement (Weist et al., 2007).
Furthermore, the stress and emotional toll of dealing with a health impairment can also affect a child's academic attainment. Children may experience feelings of frustration, low self-esteem, and social isolation, which can impact their motivation, engagement, and overall well-being in school (Taras & Potts-Datema, 2005).
Overall, it is important for educators, parents, and healthcare providers to work together to support children with health impairments in order to help them succeed academically. This may involve providing accommodations, interventions, and resources to address the specific needs of each child and ensure that they have the opportunity to reach their full academic potential.
References:
- Taras, H., & Potts-Datema, W. (2005). Chronic health conditions and student performance at school. Journal of School Health, 75(7), 255-266.
- Froehlich, T. E., Lanphear, B. P., Epstein, J. N., Barbaresi, W. J., Katusic, S. K., & Kahn, R. S. (2007). Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children. Archives of Pediatrics & Adolescent Medicine, 161(9), 857-864.
- Weist, M. D., Rubin, M., Moore, E., Adelsheim, S., Wrobel, G., & Short, K. (2007). Mental health screening in schools. Journal of School Health, 77(2), 53-58.
In addition to physical limitations, health impairment can also impact cognitive functioning and academic performance. For example, children with attention deficit hyperactivity disorder (ADHD) may struggle with focusing and staying on task in the classroom, which can hinder their ability to learn and retain information (Froehlich et al., 2007). Similarly, children with mental health disorders such as anxiety or depression may have difficulty concentrating, managing emotions, and completing schoolwork, all of which can negatively impact their academic achievement (Weist et al., 2007).
Furthermore, the stress and emotional toll of dealing with a health impairment can also affect a child's academic attainment. Children may experience feelings of frustration, low self-esteem, and social isolation, which can impact their motivation, engagement, and overall well-being in school (Taras & Potts-Datema, 2005).
Overall, it is important for educators, parents, and healthcare providers to work together to support children with health impairments in order to help them succeed academically. This may involve providing accommodations, interventions, and resources to address the specific needs of each child and ensure that they have the opportunity to reach their full academic potential.
References:
- Taras, H., & Potts-Datema, W. (2005). Chronic health conditions and student performance at school. Journal of School Health, 75(7), 255-266.
- Froehlich, T. E., Lanphear, B. P., Epstein, J. N., Barbaresi, W. J., Katusic, S. K., & Kahn, R. S. (2007). Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children. Archives of Pediatrics & Adolescent Medicine, 161(9), 857-864.
- Weist, M. D., Rubin, M., Moore, E., Adelsheim, S., Wrobel, G., & Short, K. (2007). Mental health screening in schools. Journal of School Health, 77(2), 53-58.
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