The Relationship between Traumatic Stress Symptoms and the Academic and Psychosocial Functioning of Children with Type 1 Diabetes Mellitus

Abstract

Research has found that children with Type 1 diabetes mellitus (T1DM) or exposure to traumatic events have demonstrated diminished academic performance and psychosocial functioning. The goal of the present study was to investigate the impact of traumatic stress symptoms for children with T1DM after exposure to traumatic events. Specifically, the impact of children’s academic performance, as measured by grade point metric (GPM), attendance, and involvement in special education services, was examined. Additionally, children’s psychosocial functioning, as assessed by teacher ratings, was researched. Traumatic stress symptoms were evaluated by children and parents through a trauma instrument. The aim was to explore whether the academic performance and psychosocial functioning of children with T1DM could be predicted by the severity of traumatic stress symptoms. Results indicated that academic performance as measured by children’s GPM, attendance, and involvement in special education services were not predicted by frequency of traumatic stress symptoms. However, the frequency of traumatic stress symptoms predicted aspects of psychosocial functioning. Frequency of traumatic stress symptoms significantly predicted teacher ratings of externalizing problems, internalizing problems, behavioral symptoms, and school problems. However, traumatic stress symptoms did not predict the ratings of adaptive skills. The implications of the results include the need of awareness by professionals and teachers of children who have been exposed to traumatic events and the need to provide support and assistance for these children to promote their academic progress.