ABSTRACT

Purpose. Family violence affects children in all its dimensions, especially in educational institutions, its rate of occurrence is increasingly high, leaving as a consequence problem in the correct academic development of minors. The purpose of this study was to analyze in a constructive critical way the impact of family violence on the cognitive development of children in the sixth grade of primary school in a State Educational Institution of Peru. Methodology. A quantitative research approach with a non-experimental design of correlational scope was applied to a sample of 42 students taken by non-probabilistic sampling for convenience. Data were collected through surveys using measurement instruments, which were questionnaires, which contained key questions. Findings. The results revealed that family violence significantly influences students, generating problems in cognitive development in them. The results obtained by Spearman's Rho test show the statistical analysis, obtaining a score of rho = 0.793** moderate positive correlation and a highly significant statistical level p < 0.05 = 0.001, therefore, it was concluded that, the greater the family violence, the lower the cognitive development of 6th grade children in the state educational institution. Implications for research and practice.  The study implies that if teachers are provided with tools and strategies to identify and support children who are victims of family violence, they can intervene with students in the cognitive impairment of their problems. The study contributes to help students acquire theoretical and practical knowledge necessary in a culture of peace and non-violence.