By their eighth birthday, an estimated nine in ten New Zealand children will have experienced some form of serious adversity, such as neglect, family violence, parental separation, or a parent's mental illness or substance abuse. Outside the home, bullying—with New Zealand reporting some of the highest rates in the developed world—and ethnic discrimination also contribute. Researchers call these "adverse childhood experiences" (ACEs), a concept from a landmark US study in the 1990s. While typically discussed in health contexts, these experiences have lasting consequences for academic achievement.
New Research Links Adversity to Disengagement
Our newly published research, drawing on data from almost 3,900 children in the longitudinal Growing Up in New Zealand study, provides a clearer picture. We found children who endured more adversity were more likely to become disconnected from learning and school by early adolescence. This pattern held even after accounting for factors such as gender and neighbourhood deprivation. Because children engaged with school fare better later in life, understanding the drivers is vital.
Why Adversity Makes School Harder
To investigate the link between adversity and school outcomes, we tracked children from before birth to age 12, using information from parents, children, and standardised questionnaires. We examined a wider range of adverse experiences than many previous studies, including bullying and ethnic discrimination. We measured school engagement emotionally, behaviourally, and academically, and then looked at whether children's self-esteem and academic self-concept explained the link. It appeared to: children who experienced more adversity reported lower self-esteem and less confidence in their abilities by age eight, which was associated with lower school engagement at age 12.
Bullying Shows Strongest Impact
Of the different forms of adversity, bullying showed the strongest links with lower self-esteem, poorer academic self-concept, and reduced school engagement. Because bullying often happens at school, this highlights schools as a key place to intervene. However, schools can do more than prevent harm—they can actively help children build confidence to stay engaged. Supportive teachers, positive friendships, opportunities to succeed, extracurricular activities, giving students more say in their learning, and recognising achievements can all make a meaningful difference.
Implications for Schools
Children who stay engaged at school are more likely to do well later in life, while those who disengage face greater risk of lower academic achievement, poorer mental health, and leaving school early. Schools cannot undo adversity at home, but they can help children believe in themselves, thrive in the classroom, and reach their potential. Our findings applied across Māori, Pacific, Asian, and NZ European children, suggesting broad relevance.
