HYPOTHESIS AND THEORY article
Front. Psychol.
Sec. Human Developmental Psychology
This article is part of the Research TopicThe Lifelong Impacts of Toxic Stress in Childhood: Pathways to Chronic Disease and Strategies for PreventionView all articles
ACADEMIC ACHIEVEMENT AS A COPING RESOURCE FOR CHILDREN WHO HAVE EXPERNICED PSCYHOLOGICAL TRAUMA: A Proposed Hypothesis for Further Research
Provisionally accepted
- Tashkent State Pedagogical University, Tashkent, Uzbekistan
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Word count: 170 This article presents a hypothesis exploring how academic achievement may serve as a coping resource for children who have experienced psychological trauma, highlighting the dynamic interaction of resilience, compensatory mechanisms, and social support within school settings. Despite the negative impacts of trauma on young people, some children who have experienced psychological trauma display remarkable resilience and achieve high academic performance. Drawing on established theories such as Maslow's hierarchy of needs and Vygotsky's sociocultural theory, we hypothesize that trauma can trigger compensatory mechanisms, improve cognition, and lead to academic success as coping strategies to reduce its harmful effects. Trauma often disrupts the sense of control. In these cases, schools can offer a space where children can regain their sense of empowerment. However, this success often comes with a psychological cost, including perfectionism, exhaustion, and burnout, driven by a fear of failure rather than genuine motivation. This study aims to examine the various factors affecting the academic performance of children who have experienced psychological trauma, with a particular focus on resilience and coping strategies that may influence their learning outcomes.
Keywords: Children who have experienced psychological trauma, academic performance, compensatory mechanisms, coping strategies, resilience, Social Interactions
Received: 28 May 2025; Accepted: 17 Nov 2025.
Copyright: © 2025 Saydalieva. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Nigora Saydalieva, nigoramakhmudova1987@gmail.com
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