The intention of this article is to illuminate the developmental coping experiences of children of domestic violence abuse whether observed and/or experienced, and the impact upon school discourse at the elementary school level. It is aimed at providing school professionals with insights into their roles and responsibilities in the area of identification and support. This research is limited in scope regarding definition boundaries. Domestic violence is restricted here to include male on female abuse. As strongly suggested by this article's information, children of abuse cope with ecological issues that may have unfortunately dire consequences for school discourse at the elementary school level. Whether children witness or incur abuse, or whether or not they are in the abuse situation or are transitioning out of it, familial abuse issues are pervasive and include many extenuating factors. Therefore, school personnel must network, collaborate, and work cooperatively as an interdisciplinary unit to provide the extensive, distinctive, and multifaceted care that is required for these children. School professionals must be vigilant in allocating and referring the proper resources needed for victims. By professionals providing more thorough and holistic service delivery, appreciating the numerous ecological factors such as health, economic, and socio-cultural, they can more effectively meet the complex family needs.