The Long-Term Effects of Early Childhood Resilience Profiles on School Outcomes among Children in the Child Welfare System
This study aimed to examine the association between early childhood resilience profiles and later school outcomes (academic achievement and school involvement) among children in the U.S. child welfare system. This study compared 827 children aged 3-5 years in three latent profile groups (poor emotio...
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| Veröffentlicht in: | International journal of environmental research and public health 2022-05, Vol.19 (10), p.5987 |
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| creator | Yoon, Susan Pei, Fei Benavides, Juan Lorenzo Ploss, Alexa Logan, Jessica Hamby, Sherry |
| description | This study aimed to examine the association between early childhood resilience profiles and later school outcomes (academic achievement and school involvement) among children in the U.S. child welfare system. This study compared 827 children aged 3-5 years in three latent profile groups (poor emotional and behavioral resilience, low cognitive resilience, and multi-domain resilience) to their baseline profiles using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). At the three-year follow-up, children with low emotional and behavioral resilience profiles and children with the multi-domain resilience profile had significantly higher basic reading skills, reading comprehension, and math reasoning compared to children with low scores on the cognitive resilience profile. Furthermore, children with the multi-domain resilience profile had significantly higher levels of emotional school engagement than did those with the low emotional and behavioral resilience profile and considerably higher levels of behavioral school engagement compared to those with the low cognitive resilience profile. The findings highlight the persistent effects of early resilience into the later childhood years. Moreover, our results suggest the need for early identification of and intervention for children with low cognitive or emotional/behavioral resilience during the preschool years to promote academic success and school engagement during the school-age years. |
| doi_str_mv | 10.3390/ijerph19105987 |
| format | Article |
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This study compared 827 children aged 3-5 years in three latent profile groups (poor emotional and behavioral resilience, low cognitive resilience, and multi-domain resilience) to their baseline profiles using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). At the three-year follow-up, children with low emotional and behavioral resilience profiles and children with the multi-domain resilience profile had significantly higher basic reading skills, reading comprehension, and math reasoning compared to children with low scores on the cognitive resilience profile. Furthermore, children with the multi-domain resilience profile had significantly higher levels of emotional school engagement than did those with the low emotional and behavioral resilience profile and considerably higher levels of behavioral school engagement compared to those with the low cognitive resilience profile. The findings highlight the persistent effects of early resilience into the later childhood years. Moreover, our results suggest the need for early identification of and intervention for children with low cognitive or emotional/behavioral resilience during the preschool years to promote academic success and school engagement during the school-age years.</description><identifier>ISSN: 1660-4601</identifier><identifier>ISSN: 1661-7827</identifier><identifier>EISSN: 1660-4601</identifier><identifier>DOI: 10.3390/ijerph19105987</identifier><identifier>PMID: 35627523</identifier><language>eng</language><publisher>Switzerland: MDPI AG</publisher><subject>Academic achievement ; Academic Success ; Adolescent ; Adolescents ; Adverse childhood experiences ; Child ; Child abuse & neglect ; Child welfare ; Child Welfare - psychology ; Child, Preschool ; Childhood ; Children ; Cognition ; Comprehension ; Domains ; Domestic violence ; Educational Status ; Emotional behavior ; Emotions ; Families & family life ; Humans ; Language ; Long-term effects ; Poverty ; Preschool children ; Psychopathology ; Reading ; Reading comprehension ; Resilience ; Schools ; Self esteem ; Trauma ; Well being</subject><ispartof>International journal of environmental research and public health, 2022-05, Vol.19 (10), p.5987</ispartof><rights>2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). 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This study compared 827 children aged 3-5 years in three latent profile groups (poor emotional and behavioral resilience, low cognitive resilience, and multi-domain resilience) to their baseline profiles using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). At the three-year follow-up, children with low emotional and behavioral resilience profiles and children with the multi-domain resilience profile had significantly higher basic reading skills, reading comprehension, and math reasoning compared to children with low scores on the cognitive resilience profile. Furthermore, children with the multi-domain resilience profile had significantly higher levels of emotional school engagement than did those with the low emotional and behavioral resilience profile and considerably higher levels of behavioral school engagement compared to those with the low cognitive resilience profile. The findings highlight the persistent effects of early resilience into the later childhood years. Moreover, our results suggest the need for early identification of and intervention for children with low cognitive or emotional/behavioral resilience during the preschool years to promote academic success and school engagement during the school-age years.</abstract><cop>Switzerland</cop><pub>MDPI AG</pub><pmid>35627523</pmid><doi>10.3390/ijerph19105987</doi><orcidid>https://orcid.org/0000-0002-1197-0534</orcidid><orcidid>https://orcid.org/0000-0003-2318-2823</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Academic achievement Academic Success Adolescent Adolescents Adverse childhood experiences Child Child abuse & neglect Child welfare Child Welfare - psychology Child, Preschool Childhood Children Cognition Comprehension Domains Domestic violence Educational Status Emotional behavior Emotions Families & family life Humans Language Long-term effects Poverty Preschool children Psychopathology Reading Reading comprehension Resilience Schools Self esteem Trauma Well being |
| title | The Long-Term Effects of Early Childhood Resilience Profiles on School Outcomes among Children in the Child Welfare System |
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