CHAPTER ONE INTRODUCTION
1.1Â Â BACKGROUND TO THE STUDY
Child abuse appears to be an ongoing and destructive circle that harms the country’s reputation as well as the dignity of individuals involved. Child abuse can occur in a child’s family, as well as in the environments, schools, and communities with whom the child interacts. There are four types of child abuse: remorse, physical abuse, and sexual abuse. Child maltreatment includes both psychological and emotional abuse, as well as sexual abuse. Child maltreatment is defined as any act or sequence of acts by a parent or other caregiver that causes harm, the potential for harm, or the danger of harm to a child (Anas, 2008). Child abuse is defined as “any recent act or behavior that results in death, significant bodily or emotional injury, sexual abuse or exploitation, or an act or failure to act that poses an imminent danger of serious harm,” according to the journal of child abuse and neglect. Poverty and a lack of parental attention are hence elements that contribute to child abuse; additional causes include unemployment, marital problems, and polygamous households. According to Denga (2002), child abuse is consciously or unknowingly subjecting children to harsh and unjustified suffering. She goes on to say that both male and female children are subjected to numerous sorts of abuse by their parents, guardians, teachers, classmates, and society. Child abuse is not a new occurrence in human history. It has been going on since the beginning of time. What constitutes abuse now in African/Nigerian society has never been viewed as abuse (Leeb, 2004). It is viewed as a method of preparing a child to become a well-behaved, disciplined, and self-actualized member of society. Children are exposed to a range of experiences from their parents, carers, and other adults in society from the moment they are born. This is to allow children to acquire the basic norms and skills essential for successful involvement in the community to which they belong, as well as for their own personal growth and development (Paulozzi, 2002). The youngsters may find the process of learning these abilities to be unpleasant at times. Some parents and caregivers make it so difficult for children to learn these skills that they may struggle to cope (Melanson, 2002). The challenges arise from the conditions that youngsters are exposed to while they strive to learn the skills necessary to become disciplined and diligent adults. When these conditions are overworked, they become a kind of abuse. For example, when a child is taught the skills of becoming a farmer, he is transported to the farm, where he practices these abilities, and then he is kept on the farm from dawn to dark, performing the same labor without respite or a proper meal, this is considered abuse (Ndifon, 2010). It’s also usual if a child is instructed to hawk from morning to evening, or if he sells before going to school and then continues until twilight. This turns into a form of abuse. According to Clifferd (2011), children are subjected to child abuse because their parents and guardians expect far more from them than the youngsters can endure. The majority of pupils in our public elementary schools find themselves in such situations on a regular basis. Child abuse occurs in all civilizations and at all levels of society. It can be present in wealthy or impoverished households, as well as illiterate or literate households. The parents abuse their children by putting them to work on the farm, in their trades, and in their enterprises. This is to supplement the family’s income and, on occasion, to meet the needs of the children. They are occasionally required by their parents to perform mundane tasks like as housekeeping, cooking, babysitting, and gardening in order to supplement the family’s income (Ndifon, 2010). The wealthy, on the other hand, have the resources to care for their children, but they abuse the youngsters they hire as housekeepers and chefs. This is accomplished by overworking the slaves in everyday domestic tasks while their own children are lavished. The maids or housekeepers labor nonstop, 24 hours a day. Others lack adequate food, clothing, and, in some cases, a safe place to sleep. Some are treated as animals, being beaten, kicked, and shoved, with hot oil, water, and even acid being used on them at times (Falaye, 2013). Many others have been given derogatory terms such as “good for nothing,” “block head,” and “weary hands and feet,” and have been kept in a room for hours or even days by carers. The child is demoralized as a result of these activities (Umoren, 2013). Because of the work they undertake at home, students may not be focused in class. They may fall asleep in class since it is the only place where they can get away from their home activities. As a result, they may be unable to participate in school activities and hence acquire no knowledge (Ukpepi, 2010). Children born with mental or physical disabilities are viewed as bad luck and a disgraceful occurrence in Nigeria and other African countries. The physically and intellectually handicapped youngsters may be concealed or kept at the back of the house, away from the eyes of guests. They are frequently denied their right to attend school and play, as well as the right to be seen and interacted with like any other child in the house. It is a type of child abuse, neglect, and rejection that cannot be purchased on the market (Denga, 2007). As a result, not only is the physically challenged child ostracized and prejudiced by society, but he or she also suffers from psychological and emotional sadness. As a result of the rusty parent-child conflicts in the family, the Nigerian child’s well-being in terms of development, protection, and participation in communal growth has been impacted by the country’s economic situation, which is characterized by the vast majority of people living in abject poverty. Child exploitation, slavery, trafficking, and abandonment are examples of other forms of child abuse (Falaye, 2013). The many types of abuse have an impact on a child’s development in all areas of life, including academic achievement. In contrast, a child is considered to be mistreated when the child is physically, emotionally, or sexually molested by his or her parents, caregivers, or any other human activity. It also includes the parents’ failure to give the child with the required love and care. Academic performance of pupils in public elementary schools in the State, notably in the Local Government Area, has recently been found to be declining. One can ask if the cruelty that youngsters are subjected to is the cause of their poor academic performance. The goal of the study is to examine if child abuse has an impact on primary school students’ academic performance. The key question is whether physical, emotional, or sexual abuse has an impact on primary school students’ academic performance. The study’s main goal is to investigate the impact of child abuse on primary school children’ academic performance in Orlu Local Government, Imo State, especially the academic performance of students who have been physically, emotionally, or sexually abused.
