The aim of this study was to characterize the school performance of victimized children assisted by the Judicial System. Twenty victimized children's school performances were compared to their peers of the same classroom, gender, age, but without a history of family violence. Their respective mothers and teachers also took part in this study. Children from both groups answered The Academic Performance Test, Parenting Styles Inventory and the Raven's Progressive Matrices Test. The children also gave samples of their notebook production. Children's mothers answered a family interview and the Revised Conflict Tactics Scales (CTS-2). Teachers offered their impressions on student's academic performance. Results indicated inferior academic performance by the victimized child, when compared with their matched group. According to teachers, victimized children had inferior academic performance in relation to their non-victim peers. CTS-2 results indicated that most of victimized children were exposed to marital violence. Moreover, the study shows that, besides direct and indirect domestic violence, these children were exposed to other risk factors, such as, poverty, maternal low educational level and alcohol/drugs used by relatives.
domestic violence; school performance; victimized children; inclusive education
