Verbal Abuse by the Teacher and Child Adjustment From Kindergarten Through Grade 6
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".