Verbal abuse by the teacher and child adjustment from kindergarten through grade 6.

OBJECTIVES Many adults mention past incidences of verbal abuse by the teacher as the most overwhelming negative experience in their lives. The present study examined (1) the course and stability of verbal abuse by the teacher from kindergarten through grade 4 and (2) the link between verbal abuse by the teacher and children's behavioral, emotional, and academic adjustment. DESIGN Participants were 399 children (177 girls) who were assessed yearly over a period of 7 years, starting in kindergarten. Verbal abuse by the teacher, as well as acceptance versus rejection by the peer group from kindergarten through grade 4, were assessed through peer nomination. Child adjustment from kindergarten through grade 4 (antisocial behavior, attention problems, anxiety) was evaluated by the teacher. Child adjustment in early adolescence (delinquent behavior, depressive feelings, academic performance) was assessed by teacher evaluations and self-reports. RESULTS The vast majority of children (approximately 85%) have almost 0 risk of becoming a target of verbal abuse by the teacher over the course of elementary school. However, a small minority of children (15%) seems to be at relatively high risk of verbal abuse by the teacher in kindergarten, and this risk increases even further over the course of elementary school. Boys, as well as children with high levels of early antisocial behavior and attention problems in kindergarten, are at high risk of verbal abuse by the teacher during elementary school. In turn, verbal abuse by the teacher is significantly related to subsequent delinquent behavior and academic difficulties in early adolescence, although this effect depends on child characteristics. CONCLUSIONS Verbal abuse by the teacher seems to be a highly stable phenomenon for at-risk children. Children who are relatively well adjusted are at low risk of becoming the target of verbal abuse by the teacher. If they do, however, these children are the most vulnerable to subsequent developmental difficulties.