Moving Beyond Correlations in Assessing the Consequences of Poverty

The Role of UBI in Mitigating the Effects of Psychosocial Stressors: A Review and Proposal

Psychosocial stressors and social disadvantages contribute to inequalities in opportunities and outcomes. In the current paper, we use an epidemiological perspective and highlight the role stress plays on individuals by reviewing the outcomes of major stressors such as poverty and unemployment. We further analyzed the psychological and physical cost of these stressors and their long-term impact. We examined the role of universal basic income and closely looked at income experiments that were implemented in the past, in terms of their effectiveness in enhancing the community as well as individual outcomes and propose the UBI as a tool for alleviating the impact of these stressors. At a time when a major pandemic (e.g., COVID-19) threatens economic stability and health globally, we believe the UBI is relevant now, more than ever.

Childhood circumstances and young adulthood outcomes: The role of mothers' financial problems

We here consider the cognitive and noncognitive consequences on young adults of growing up with a mother who reported experiencing major financial problems. We use UK data from the Avon Longitudinal Study of Parents and Children to show that early childhood financial problems are associated with worse adolescent cognitive and noncognitive outcomes, controlling for both income and a set of standard variables, and in value-added models controlling for children's earlier age-5 outcomes. The estimated effect of financial problems is almost always larger in size than that of income. Around one-quarter to one-half of the effect of financial problems on the noncognitive outcomes seems to transit through mother's mental health.

Integrating Health Care Strategies to Prevent Poverty-Related Disparities in Development and Growth: Addressing Core Outcomes of Early Childhood

Poverty-related disparities appear early in life in cognitive, language, and social-emotional development, and in growth, especially obesity, and have long-term consequences across the life course. It is essential to develop effective strategies to promote healthy behaviors in pregnancy and the early years of parenthood that can mitigate disparities. Primary preventive interventions within the pediatric primary care setting offer universal access, high engagement, and population-level impact at low cost. While many families in poverty or with low income would benefit from preventive services related to both development and growth, most successful interventions have tended to focus on only one of these domains. In this manuscript, we suggest that it may be possible to address both development and growth simultaneously and effectively. In particular, current theoretical models suggest alignment in mechanisms by which poverty can create barriers to parent-child early relational health (i.e., parenting practices, creating structure, and parent-child relationship quality), constituting a final common pathway for both domains. Based on these models and related empirical data, we propose a strength-based, whole child approach to target common antecedents through positive parenting and prevent disparities in both development and growth; we believe this approach has the potential to transform policy and practice. Achieving these goals will require new payment systems that make scaling of primary prevention in health care feasible, research funding to assess efficacy/effectiveness and inform implementation, and collaboration among early childhood stakeholders, including clinicians across specialties, scientists across academic disciplines, and policy makers.

Do the socioeconomic context and the European geographical area modify parental influences on smoking experimentation among adolescents?

Adolescent smoking is a major public health problem. While the socioeconomic status (SES) of the neighbourhood and that of the family are known to play a role in smoking onset and progression, it is not clear whether it modifies the association between parental influences and adolescent behaviour. The purpose of this study is to investigate family correlates of adolescent smoking experimentation and to explore the modifying role of socioeconomic context and European geographical area in a sample of European adolescents. This is a secondary analysis of the baseline survey of the European Drug Addiction Prevention (EU-Dap) trial which took place in seven European countries and involved 7079 students. School SES was used as indicator of socioeconomic context. European countries were aggregated in two geographical areas: North-Central and South. The associations between parental, family factors, and adolescents smoking experimentation were analysed through multilevel mixed-effect logistic regression models, stratified by school SES and European geographical area. Parental smoking, permissiveness towards tobacco, family conflicts, problematic relationships, low connectedness, and low parental control were significantly associated with adolescent smoking experimentation. Paternal smoking was a stronger correlate of adolescent smoking in low SES schools, while maternal smoking in high SES schools. Parental permissiveness was a stronger correlate in low SES schools. Family conflicts and low parental control were correlates only in low SES schools. The associations did not substantially differ between European geographical areas, with the exception of parental smoking that was a stronger correlate in the North, and parental control that was a correlate only in the South of Europe. To reduce inequalities in tobacco-related outcomes, prevention efforts in low socioeconomic contexts appear to be a public health priority. Parental smoking, permissiveness, family relationships, and connectedness should be addressed in preventive programs.

A Systematic Overview of Meta-Analyses on Socioeconomic Status, Cognitive Ability, and Achievement: The Need to Focus on Specific Pathways

Meta-analyses on the relation between socioeconomic status (SES) and performance on measures of cognitive ability and achievement arrive at the same general conclusion of a small to medium association. Advancements in methods make possible for meta-analyses to examine specific pathways linking SES to cognitive ability and achievement, as well as the moderators of these pathways. In this study, we conducted a systematic overview of meta-analyses on SES to address three research questions: 1) what is the direction and overall strength of association between SES and performance on measures of cognitive ability and achievement, and how precise are the effect sizes reported? 2) to what extent have meta-analyses examined moderation by components of SES, age, sex, and race/ethnicity? and 3) to what extent have meta-analyses examined mechanisms linking SES to cognitive ability and achievement? We conducted a systematic search using online archives (i.e., PsycINFO, ERIC, PubMed, Sociological Abstracts, and Web of Science), searching issues in Psychological Bulletin and Review of Educational Research, and examining references and citations. We identified 14 meta-analyses published between 1982 and 2019. These meta-analyses consistently reported positive associations of small to medium magnitude, indicating that SES is a meaningful contributor to the development of cognitive ability and achievement. Fewer meta-analyses reported evidence of moderation by age, sex, and race/ethnicity. None of the meta-analyses directly examined mechanisms, but provided evidence of possible mechanisms for future research. We suggest that meta-analyses can increase their contribution to future research, interventions, and policy by narrowing their focus on specific pathways.

Psychosocial deprivation and receptive language ability: a two-sample study

Background

The quality of early caregiving experiences is a known contributor to the quality of the language experiences young children receive. What is unknown is whether, and if so, how psychosocial deprivation early in life is associated with long-lasting receptive language outcomes.

Methods

Two prospective longitudinal studies examining early psychosocial deprivation/neglect in different contexts (i.e., deprivation due to institutional care or deprivation experienced by children residing within US families) and receptive language as assessed via the Peabody Picture Vocabulary Test (PPVT) were used to assess the magnitude of these associations. First, 129 participants from the Bucharest Early Intervention Project, a randomized controlled trial of foster care as an alternative to institutional care in Romania, completed a receptive language assessment at age 18 years. Second, from the USA, 3342 participants from the Fragile Families and Child Wellbeing Study were assessed from infancy until middle childhood.

Results

Children exposed to early institutional care, on average, had lower receptive language scores than their never institutionalized counterparts in late adolescence. While randomization to an early foster care intervention had no long-lasting association with PPVT scores, the duration of childhood exposure to institutional care was negatively associated with receptive language. Psychosocial deprivation in US families was also negatively associated with receptive language longitudinally, and this association remained statistically significant even after accounting for measures of socioeconomic status.

Conclusion

Experiences of psychosocial deprivation may have long-lasting consequences for receptive language ability, extending to age 18 years. Psychosocial deprivation is an important prospective predictor of poorer receptive language.

Trial registration

Bucharest Early Intervention Project ClinicalTrials.gov Identifier: NCT00747396

Uncovering Multidimensional Poverty Experiences in Shaping Children's Socioemotional Trajectories during the First 6 Years of Schooling

The extant literature has attested to the importance of poverty on child well-being generally using a unidimensional approach. Researchers have yet to establish solid evidence on how multiple dimensions of poverty (e.g., depth, volatility, and spells of exposure) might be associated with children's socioemotional well-being during their early school years. Building upon Bronfenbrenner's bioecological systems theory, this study used latent class analysis to identify poverty patterns by incorporating multiple dimensions of poverty and investigated the relationship between multidimensional poverty patterns and children's socioemotional trajectories from kindergarten through fifth grade. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), a longitudinal dataset featuring a nationally representative cohort of children in the United States (N ≈ 20,090), the analysis identified seven poverty groups. Each group exhibited a unique poverty or economic pattern that incorporates the three poverty dimensions. Growth-curve results indicate that multidimensional poverty patterns were significantly associated with externalizing and internalizing behaviors both at kindergarten and over time by fifth grade. Children with the acutest form of economic deprivation-extreme poverty, volatile income, and multiple spells of poverty exposure-were reported to have the worst outcomes. The significant variations in children's socioemotional trajectories due to different poverty patterns highlight the importance of poverty reduction and prevention strategies corresponding to those patterns for optimal effect. This study suggests a focus not just on helping families exit poverty temporarily, but on improving their economic security as a way to nurture children's socioemotional well-being.

Polygenic Scores in Developmental Psychology: Invite Genetics In, Leave Biodeterminism Behind

Polygenic scores offer developmental psychologists new methods for integrating genetic information into research on how people change and develop across the life span. Indeed, polygenic scores have correlations with developmental outcomes that rival correlations with traditional developmental psychology variables, such as family income. Yet linking people's genetics with differences between them in socially valued developmental outcomes, such as educational attainment, has historically been used to justify acts of state-sponsored violence. In this review, we emphasize that an interdisciplinary understanding of the environmental and structural determinants of social inequality, in conjunction with a transactional developmental perspective on how people interact with their environments, is critical to interpreting associations between polygenic measures and phenotypes. While there is a risk of misuse, early applications of polygenic scores to developmental psychology have already provided novel findings that identify environmental mechanisms of life course processes that can be used to diagnose inequalities in social opportunity.

Screening for economic hardship for child welfare-involved families during the COVID-19 pandemic: A rapid partnership response

BACKGROUND

Pandemics have a wide range of economic, health and social consequences related to both the spread of a disease and efforts made by government leaders to contain it which may be particularly detrimental for the child welfare-involved population. This is because child welfare agencies serve some of the highest needs children and families. A significant proportion of these families face economic hardship, and as a result of containment measures for COVID-19, more families inevitably will.

OBJECTIVE

Given the range of negative consequences related to the pandemic and the evolving supports available to families, child protection workers needed a clinical tool to guide and support work with families informed by an understanding of economic hardship. The objective of this paper is to report on the development and implementation strategy of a tool to be used for practice intervention during the pandemic.

METHODS

Action research methodology was utilized in the creation of the clinical tool. The tool's development and implementation occurred through an academic/child welfare sector partnership involving child welfare agencies representing diverse regions and populations in Ontario, Canada. Factor analysis of representative child welfare data from the Ontario Incidence Study of Reported Child Abuse and Neglect 2018 (OIS-2018) on economic hardship was used to inform the development of questions on the clinical tool.

RESULTS

The development and implementation strategy of the clinical tool are described, including the results from analyses of the OIS-2018.

CONCLUSIONS

Future directions for the project are discussed, including considerations for using this tool beyond the pandemic.

An ecological approach to understanding the developing brain: Examples linking poverty, parenting, neighborhoods, and the brain

We describe an ecological approach to understanding the developing brain, with a focus on the effects of poverty-related adversity on brain function. We articulate how combining multilevel ecological models from developmental science and developmental psychopathology with human neuroscience can inform our approach to understanding the developmental neuroscience of risk and resilience. To illustrate this approach, we focus on associations between poverty and brain function, the roles parents and neighborhoods play in this context, and the potential impact of developmental timing. We also describe the major challenges and needed advances in these areas of research to better understand how and why poverty-related adversity may impact the developing brain, including the need for: a population neuroscience approach with greater attention to sampling and representation, genetically informed and causal designs, advances in assessing context and brain function, caution in interpretation of effects, and a focus on resilience. Work in this area has major implications for policy and prevention, which are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Maximizing research on the adverse effects of child poverty through consensus measures

A variety of new research approaches are providing new ways to better understand the developmental mechanisms through which poverty affects children's development. However, studies of child poverty often characterize samples using different markers of poverty, making it difficult to contrast and reconcile findings across studies. Ideally, scientists can maximize the benefits of multiple disciplinary approaches if data from different kinds of studies can be directly compared and linked. Here, we suggest that individual studies can increase their potential usefulness by including a small set of common key variables to assess socioeconomic status and family income. These common variables can be used to (a) make direct comparisons between studies and (b) better enable diversity of subjects and aggregation of data regarding many facets of poverty that would be difficult within any single study. If kept brief, these items can be easily balanced with the need for investigators to creatively address the research questions in their specific study designs. To advance this goal, we identify a small set of brief, low-burden consensus measures that researchers could include in their studies to increase cross-study data compatibility. These US based measures can be adopted for global contexts.

Individual and socioenvironmental differences in autobiographical emotional appraisal of preschoolers

Emotions are essential processes for integrating events into autobiographical memory. Different children react differently to the same event. The process through which these different responses are generated from subjective evaluations of an event is called emotional appraisal. The main purpose of this study was to analyze the variations in the emotional appraisal of autobiographical events of 4- and 5-year-old children from homes with different socioenvironmental conditions. We compared preschoolers' emotional appraisal responses with those of their families. The emotional accuracy of the preschoolers was found to differ according to the different socioenvironmental conditions of their homes. Greater appraisal accuracy was observed in the favorable condition, and it was greater for emotional events than for neutral events. Appraisal accuracy also differed with age, with 5-year-olds showing greater appraisal accuracy than 4-year-olds. Therefore, the emotional appraisal of these events may also be affected by age and valence when attributing emotions to personal experiences.

Exploration and Practice of Maker Education Mode in Innovation and Entrepreneurship Education

This study was conducted with the purpose of exploring the impact of positive entrepreneurial psychological quality in innovation and entrepreneurship education, as well as the development of maker education in colleges and universities. The questionnaire survey method – The Positive Mental Characters Scale for Chinese College Students – and the SPSS 26.0 mathematical statistical analysis software were adopted to analyze and characterize the development of innovation and entrepreneurship education in colleges and universities, as well as the practice of maker education. The results show that there are differences in the factors that affect the positive entrepreneurial psychological quality of college students studying different majors in the liberal arts and sciences. Family economy has the most obvious impact on liberal arts students, sports activities have the most obvious impact on science students, has and grades have the most obvious impact on engineering students; the average score of college students’ innovation and entrepreneurship ability is around 3.0, showing that the overall innovation and creativity ability is general. Furthermore, there are differences in the development of the maker education model between the eastern and western universities. Overall, the maker faculty of eastern universities are more complete, with a larger number of professors, associate seniors, and intermediate teachers. In addition, the investigation on the positive entrepreneurial psychological quality shows a positive effect on cultivating students’ healthy entrepreneurial quality as well as promoting the development and practice of maker education.

Material hardship, prefrontal cortex-amygdala structure, and internalizing symptoms in children

Material hardship, or difficulty affording basic resources such as food, housing, utilities, and health care, increases children's risk for internalizing problems. The uncinate fasciculus (UNC) and two of the gray matter regions it connects-the orbitofrontal cortex (OFC) and amygdala-may play important roles in the neural mechanisms underlying these associations. We investigated associations among material hardship, UNC microstructure, OFC and amygdala structure, and internalizing symptoms in children. Participants were 5-9-year-old children (N = 94, 61% female) from socioeconomically diverse families. Parents completed questionnaires assessing material hardship and children's internalizing symptoms. High-resolution, T1-weighted magnetic resonance imaging (n = 51), and diffusion tensor imaging (n = 58) data were acquired. UNC fractional anisotropy (FA), medial OFC surface area, and amygdala gray matter volume were extracted. Greater material hardship was significantly associated with lower UNC FA, smaller amygdala volume, and higher internalizing symptoms in children, after controlling for age, sex, and family income-to-needs ratio. Lower UNC FA significantly mediated the association between material hardship and internalizing symptoms in girls but not boys. These findings are consistent with the notion that material hardship may lead to altered white matter microstructure and gray matter structure in neural networks critical to emotion processing and regulation.

The Role of Childhood Executive Function in Explaining Income Disparities in Long-Term Academic Achievement

This study utilized data from the Avon Longitudinal Study of Parents and Children (N = 14,860) to examine whether early-life family income (age 0-5) predicted long-term academic achievement (age 16-18) and to investigate the role of executive function (EF) assessed multiple times across age 7-11 in explaining this association. Task-based EF was a significant mediator between early-life family income and later academic achievement in every model. This mediating pathway persisted when adjusting for a comprehensive panel of covariates including verbal IQ, sex, family income at ages 8 and 18, and early-life temperament. Additionally, teacher-rated and parent-rated EF mediated in some models. Overall, these findings suggest that childhood EF may play an important role in perpetuating income-based educational disparities.

Hidden talents in harsh environments

Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced, skills for solving problems in high-adversity contexts (i.e., “hidden talents”). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, we propose that stress-adapted skills represent a form of adaptive intelligence that enables individuals to function within the constraints of harsh, unpredictable environments. We discuss the alignment of the hidden talents model with current knowledge about human brain development following early adversity; examine potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice; and compare the hidden talents model with contemporary developmental resilience models. We conclude that the hidden talents approach offers exciting new directions for research on developmental adaptations to childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs and potentials of individuals from a diverse range of life circumstances. This approach affords a well-rounded view of people who live with adversity that avoids stigma and communicates a novel, distinctive, and strength-based message.

The Hidden Talents Approach: Theoretical and Methodological Challenges

It is well established that people living in adverse conditions tend to score lower on a variety of social and cognitive tests. However, recent research shows that people may also develop 'hidden talents', that is, mental abilities that are enhanced through adversity. The hidden talents program sets out to document these abilities, their development, and their manifestations in different contexts. Although this approach has led to new insights and findings, it also comes with theoretical and methodological challenges. Here, we discuss six of these challenges. We conclude that the hidden talents approach is promising, but there is much scope for refining ideas and testing assumptions. We discuss our goal to advance this research program with integrity despite the current incentives in science.

Hidden talents in harsh conditions? A preregistered study of memory and reasoning about social dominance

Although growing up in stressful conditions can undermine mental abilities, people in harsh environments may develop intact, or even enhanced, social and cognitive abilities for solving problems in high-adversity contexts (i.e. 'hidden talents'). We examine whether childhood and current exposure to violence are associated with memory (number of learning rounds needed to memorize relations between items) and reasoning performance (accuracy in deducing a novel relation) on transitive inference tasks involving both violence-relevant and violence-neutral social information (social dominance vs. chronological age). We hypothesized that individuals who had more exposure to violence would perform better than individuals with less exposure on the social dominance task. We tested this hypothesis in a preregistered study in 100 Dutch college students and 99 Dutch community participants. We found that more exposure to violence was associated with lower overall memory performance, but not with reasoning performance. However, the main effects of current (but not childhood) exposure to violence on memory were qualified by significant interaction effects. More current exposure to neighborhood violence was associated with worse memory for age relations, but not with memory for dominance relations. By contrast, more current personal involvement in violence was associated with better memory for dominance relations, but not with memory for age relations. These results suggest incomplete transfer of learning and memory abilities across contents. This pattern of results, which supports a combination of deficits and 'hidden talents,' is striking in relation to the broader developmental literature, which has nearly exclusively reported deficits in people from harsh conditions. A video abstract of this article can be viewed at: https://youtu.be/e4ePmSzZsuc.

Algorithmic bias in social research: A meta-analysis

Both the natural and the social sciences are currently facing a deep "reproducibility crisis". Two important factors in this crisis have been the selective reporting of results and methodological problems. In this article, we examine a fusion of these two factors. More specifically, we demonstrate that the uncritical import of Boolean optimization algorithms from electrical engineering into some areas of the social sciences in the late 1980s has induced algorithmic bias on a considerable scale over the last quarter century. Potentially affected are all studies that have used a method nowadays known as Qualitative Comparative Analysis (QCA). Drawing on replication material for 215 peer-reviewed QCA articles from across 109 high-profile management, political science and sociology journals, we estimate the extent this problem has assumed in empirical work. Our results suggest that one in three studies is affected, one in ten severely so. More generally, our article cautions scientists against letting methods and algorithms travel too easily across disparate disciplines without sufficient prior evaluation of their suitability for the context in hand.

[The impact of adolecent motherhood on child development in preschool children- identification of maternal risk factors]

The impact of adolecent motherhood on child development in preschool children- identification of maternal risk factors Abstract. Objective: This longitudinal study aims to identify relevant risk factors in adolescent mothers which might impact their child's cognitive and speech development as well as behavior problems at preschool age. Based on earlier findings, maternal sensitivity (EA), socioeconomic status (SES) and psychological stress were identified as potentially influencing factors. Method: N = 31 adolescent and N = 47 adult mothers with their children aged 3;0 to 5;9 (M = 3;55) participated in this study. Child variables included cognitive development (WPPSI-III), language development (SSV), and behavioral problems (SDQ). Maternal factors were EA, SES, and mental health problems (BSI-18). Results: Children of adolescent mothers performed worse on cognitive and speech development and are described by their mothers as exhibiting more behavioral problems compared to children of adult mothers. Mediation analyses revealed that the effect of maternal age on children's cognitive development is occurs through reduced maternal sensitivity of adolescent mothers. Further, higher psychological stress of adolescent mothers mediated the effect of maternal age on children's behavior problems. Conclusion: Preschool children of adolescent mothers showed poorer developmental outcomes compared to children of adult mothers. This is partly explained by lower maternal sensitivity and higher rates of psychological stress among adolescent mothers.

It's not "Just poverty": Educational, social, and economic functioning among young adults exposed to childhood neglect, abuse, and poverty

BACKGROUND

Neglect is the most common allegation in Child Protective Services (CPS) investigations. Researchers and media have questioned whether and how CPS-investigated neglect differs from poverty. Prior studies are limited by self-reported or cross-sectional measures, small samples, and short observation periods.

OBJECTIVE

(1) To estimate the "added harm" of CPS-investigated neglect, net of poverty exposure (depth and duration), on high school completion, employment and earnings, incarceration, and teen parenthood; (2) To assess whether abuse is a stronger risk factor for adverse outcomes than neglect.

PARTICIPANTS AND SETTING

29,154 individuals born in 1993-1996 from Milwaukee County, WI, who either received food assistance or were reported to CPS before age 16.

METHOD

Using logistic regression with a rich set of social and demographic controls, we compared individuals with CPS-investigated neglect, abuse, or both abuse and neglect in early childhood or adolescence to those who experienced poverty but not CPS involvement. We calculated cumulative measures of poverty duration and poverty depth between ages 0 and 16 for the full sample using public benefit records.

RESULTS

Outcomes among children with alleged or confirmed neglect were statistically significantly worse in all domains than impoverished children without maltreatment allegations, and similar to children with alleged or confirmed abuse. Effect sizes varied by outcome.

CONCLUSIONS

Overall, this study suggests that CPS allegations of neglect are distinct from poverty and an important risk factor for adverse outcomes in adulthood.

Examining income dynamics and externalizing and internalizing trajectories through a developmental psychopathology lens: A nationally representative study

Prior research has documented elevations in levels of internalizing and externalizing behaviors among children in lower income families in comparison to more advantaged peers. However, most studies focus on behavior problems at a single point in time or within a short developmental period. Associations between income dynamics and developmental trajectories of behavior problems over time are less understood. To address this, the current study uses data from the National Longitudinal Study of Youth (N = 7,476; 50.8% male) to examine how income dynamics (annual income and income volatility) across three distinct developmental periods from early childhood to early adolescence relate to trajectories of externalizing and internalizing problems. Group-based mixture modeling revealed a five-group trajectory model for externalizing behavior and a four-group trajectory model for internalizing behavior. Higher cumulative annual income predicted greater likelihood of belonging to the low-stable group compared to the other, more problematic groups for both externalizing and internalizing trajectories. In addition, income losses predicted higher risk of membership in any group other than the low-stable group for internalizing and externalizing behavior. Developmental period-specific income dynamics, though not as consistent as cumulative dynamics, also predicted trajectory group membership.

Decomposing multidimensional child poverty and its drivers in the Mouhoun region of Burkina Faso, West Africa

Background

The global poverty profile shows that Africa and Asia bear the highest burden of multidimensional child poverty. Child survival and development therefore depend on socioeconomic and environmental factors that surround a child.The aim of this paper is to measure multidimensional child poverty and underpin what drives it among children aged 5 to 18 years in a resource poor region of Burkina Faso.

Methods

Using primary data collected from a cross sectional study of 722 households in the Mouhoun region of Burkina Faso, the Alkire–Foster methodology was applied to estimate and decompose child poverty among children aged 5–18 years. Seven broad dimensions guided by the child poverty literature, data availability and the country’s SDGs were used. A binary logistic regression model was applied to identify drivers of multidimensional child poverty in the region.

Results

The highest prevalence of deprivations were recorded in water and sanitation (91%), information and leisure (89%) followed by education (83%). Interestingly, at k = 3 (the sum of weighted indicators that a child must be deprived to be considered multidimensionally poor), about 97% of children are deprived in at least three of the seven dimensions. At k = 4 to k = 6, between 88.7 and 30.9% of children were equally classified as suffering from multidimensional poverty. The odds of multidimensional poverty were reduced in children who belonged to households with a formally educated mother (OR = 0.49) or stable sources of income (OR = 0.31, OR = 0.33). The results equally revealed that being an adolescent (OR = 0.67), residing in the urban area of Boromo (OR = 0.13) and rural area of Safané (OR = 0.61) reduced the odds of child poverty. On the other hand, child poverty was highest among children from the rural area of Yé (OR = 2.74), polygamous households (OR = 1.47, OR = 5.57 and OR = 1.96), households with an adult head suffering from a longstanding illness (OR = 1.61), households with debts (OR = 1.01) and households with above five number of children/woman (OR = 1.49).

Conclusion

Child poverty is best determined by using a multidimensional approach that involves an interplay of indicators and dimensions, bearing in mind its causation.

Neighborhood Effects on Children's Development in Experimental and Nonexperimental Research

Children's neighborhood contexts are defined by rising socioeconomic inequality and segregation. This article reviews several decades of research on how neighborhood socioeconomic conditions are associated with children's development. The nonexperimental literature suggests that the most salient neighborhood socioeconomic condition depends on the outcome—disadvantage for social, emotional, and behavioral outcomes and advantage for achievement-related outcomes. Moreover, children's cumulative exposure to neighborhood socioeconomic conditions over the first two decades of life, and possibly especially in childhood, may matter most for later development. These findings are partially supported by the few experimental studies available, and across study designs, neighborhood effects are typically modest. In order to improve our understanding of this topic, we recommend methodologically rigorous designs—experimental and nonexperimental—and comparative approaches, particularly ones addressing the complexities of development in neighborhood contexts. To guide this research, we provide an integrated framework that captures a broad and dynamic perspective including macro forces, neighborhood social processes and resources, physical features, spatial dynamics, and individual differences.

Parental Perception of Flourishing in School-Aged Children: 2011-2012 National Survey of Children's Health

OBJECTIVE

Flourishing reflects positive mental health and thriving and is important for children's development and well-being. Few national studies of flourishing among school-aged children exist. Exposure to socioeconomic disadvantage is negatively associated with social and health outcomes, including flourishing. This analysis describes independent associations of the child, family, school, and neighborhood factors with flourishing, which we hypothesized may contribute to sociodemographic disparities.

METHODS

Data from the 2011-2012 National Survey of Children's Health were used to examine parental perception of flourishing among school-aged children (6-17 years of age; n = 59,362). Flourishing was defined as curiosity about learning, resilience, and self-regulation. Unadjusted and adjusted associations between sociodemographic, child, family, school and neighborhood factors and flourishing were explored using χ tests and sequential logistic regression models.

RESULTS

Overall, 48.4% of school-aged children were perceived by parents to be flourishing. There were significant sociodemographic disparities with non-Hispanic black children (37.4%) and those below the federal poverty level (37.9%) among the least likely to flourish. After adjustment, sex, race/ethnicity, parent education, child's age, physical activity, special health care needs status, adequate sleep, adverse childhood experiences, family meals, hours of television watched, extracurricular activities, school safety, neighborhood safety, neighborhood support, and presence of amenities were significantly associated with flourishing (p < 0.05). Disparities by poverty level and household structure were no longer significant.

CONCLUSION

Addressing factors associated with parent-perceived flourishing including child, family, school and neighborhood factors such as physical activity, adequate sleep, and school/neighborhood safety may promote flourishing and reduce disparities.

Charting How Wealth Shapes Educational Pathways from Childhood to Early Adulthood: A Developmental Process Model

Wealth plays a pervasive role in sustaining inequality and is more inequitably distributed than household income. Research has identified that wealth contributes to children's educational outcomes. However, the specific mechanisms accounting for these outcomes are unknown. Using the Panel Study of Income Dynamics (PSID) and its supplements, SEM was used to test a hypothesized longitudinal chain of mediating processes. Framed by the parent investment model, this study tracks children and their parents over twenty-seven years, from pre-birth to early adulthood. The analytic sample was comprised of 1247 young people who were between 6-12 years of age (M= 5.66, SD= 2.12) in 1997, the first wave of the PSID's Child Development Supplement. This analytic sample was roughly equivalent by gender (N= 774; 53% identified as female and N= 693; 47% identified as male). The racial/ethnic background of participants was nearly an equal split between individuals who identified as White (N= 666; 45%) or Black (N= 634; 43%), with an additional 7% (N= 97) who identified as "Hispanic," 2% (N= 40) as "Other," 1% (N= 20) as Asian or Pacific Islander, and less than 1% (N= 6) who identified as American Indian or Alaskan Native. The results indicated that wealth (a) engenders parental and child processes-primarily expectations and achievement-that promote educational success, (b) plays a different role across the life course, and (c) that pre-birth wealth has a significant mediated relationship to educational attainment seventeen years later. These findings advance understanding of specific mediating mechanisms by which wealth may foster children's educational success across the life course, as well as how wealth may differentially shape educational outcomes in childhood, adolescence, and young adulthood.

The Strengths of People in Poverty

On average, psychological variables are often statistically different in people living in poverty compared with people living in affluence. The default academic response to this pattern is often the deficit model: Poverty damages or impairs brain function, which leads to poor performance that only exacerbates the poverty. Deficits and damage are real phenomena. However, there are also other processes: People living in poverty may have made reasonable psychological responses to their circumstances or may have developed strengths that enhance their ability to cope with challenges in their lives. We illustrate these points by discussing the linked examples of time preference, early reproduction, and hidden talents. We argue for a balanced approach to the psychology of poverty that integrates deficit and strengths-based models. Future research could focus on the ways in which impairment and adaptation interact.

Socioeconomic status and the brain: prospects for neuroscience-informed policy

Socioeconomic status (SES) is associated with health (physical and mental) and cognitive ability. Understanding and ameliorating the problems of low SES have long been goals of economics and sociology; in recent years, these have also become goals of neuroscience. However, opinion varies widely on the relevance of neuroscience to SES-related policy. The present article addresses the question of whether and how neuroscience can contribute to the development of social policy concerning poverty and the social and ethical risks inherent in trying. I argue that the neuroscience approach to SES-related policy has been both prematurely celebrated and peremptorily dismissed and that some of its possible social impacts have been viewed with excessive alarm. Neuroscience has already made modest contributions to SES-related policy, and its potential to have a more effective and beneficial influence can be expected to grow over the coming years.

How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

In today's research environment, children's diet, physical activity, and other lifestyle factors are commonly studied in the context of health, independent of their effect on cognition and learning. Moreover, there is little overlap between the two literatures, although it is reasonable to expect that the lifestyle factors explored in the health-focused research are intertwined with cognition and learning processes. This thematic review provides an overview of knowledge connecting the selected lifestyle factors of diet, physical activity, and sleep hygiene to children's cognition and learning. Research from studies of diet and nutrition, physical activity and fitness, sleep, and broader influences of cultural and socioeconomic factors related to health and learning, were summarized to offer examples of research that integrate lifestyle factors and cognition with learning. The literature review demonstrates that the associations and causal relationships between these factors are vastly understudied. As a result, current knowledge on predictors of optimal cognition and learning is incomplete, and likely lacks understanding of many critical facts and relationships, their interactions, and the nature of their relationships, such as there being mediating or confounding factors that could provide important knowledge to increase the efficacy of learning-focused interventions. This review provides information focused on studies in children. Although basic research in cells or animal studies are available and indicate a number of possible physiological pathways, inclusion of those data would distract from the fact that there is a significant gap in knowledge on lifestyle factors and optimal learning in children. In a climate where childcare and school feeding policies are continuously discussed, this thematic review aims to provide an impulse for discussion and a call for more holistic approaches to support child development.

Differences in Febrile and Respiratory Illnesses in Minority Children: The Sociodemographic Context of Restrictive Parenting

OBJECTIVE

To examine the moderating role of restrictive parenting on the relation of socioeconomic status (SES) to febrile illnesses (FIs) and upper respiratory illnesses (URIs) among ethnic minority and non-minority children.

METHODS

Children from diverse ethnic backgrounds (Caucasian, African American, Asian, Latino, other, or multiethnic) were followed across the course of the kindergarten year. Parents reported on SES and parenting. A nurse completed 13 physical exams per child over the year to assess FIs and URIs.

RESULTS

During the school year, 28% of children (n = 199, 56% ethnic minority) exhibited one or more FIs (range, 0-6) and 90% exhibited one or more URIs (range, 0-10). No main or moderating effects of SES or restrictive parenting on FIs or URIs were found among Caucasian children; however, among ethnic minority children, the relation of SES to FIs was conditional upon restrictive parenting (β = .66; P = .02), as the fewest FIs were found for lower SES minority children whose parents reported more restrictive practices. Additionally, among minority children, more restrictive parenting was marginally associated with fewer URIs (β = -.21; P = .05).

CONCLUSIONS

Unexpectedly, among minority children the fewest illnesses occurred among lower SES children whose parents endorsed more restrictive parenting. This may be due to unique appraisals of this rearing style among minority children in lower SES environments and its potential to influence immune functioning. Results suggest variability in the effects of parenting on offspring health and support context-specific evaluations of parenting in efforts to ameliorate early health disparities.

Poverty and Early Childhood Outcomes

BACKGROUND

Children born into poverty face many challenges. Exposure to poverty comes in different forms, and children may also transition into or out of poverty. In this study, we examine the relationships among various outcomes and different levels of poverty (household and/or neighborhood poverty) at different points during a child's first 5 years.

METHODS

We used linkable administrative databases, following 46 589 children born in Manitoba, Canada, between 2000 and 2009 to age 7. Poverty is defined as those receiving welfare and those living in low-income neighborhoods. Four outcomes are measured in the first 5 years (placement in out-of-home care, externalizing mental health diagnosis, asthma diagnosis, and hospitalization for injury), with school readiness assessed between ages 5 and 7.

RESULTS

Children born into poverty had greater odds of not being ready for school than children not born into poverty (adjusted odds ratio = 1.54, 1.59, 1.26 for children born in household and neighborhood poverty, household poverty only, and neighborhood poverty only, respectively; all significant at P < .05). Similar patterns were seen across outcomes. For those born into neighborhood poverty, the odds of school readiness were higher only if children moved before age 2.

CONCLUSIONS

The level of poverty (household or neighborhood) and its duration modify the relationship between early poverty and childhood outcomes. Covariate adjustment generally weakens but does not eliminate these relationships.

Evidence for a sensitive period in the effects of early life stress on hippocampal volume

Exposure to stress has been causally linked to changes in hippocampal volume (HV). Given that the hippocampus undergoes rapid changes in the first years of life, stressful experiences during this period may be particularly important in understanding individual differences in the development of the hippocampus. One hundred seventy-eight early adolescents (ages 9-13 years; 43% male) were interviewed regarding exposure to and age of onset of experiences of stress; the severity of each stressful event was rated by an objective panel. All participants underwent structural magnetic resonance imaging, from which HVs were automatically segmented. Without considering the age of onset for stressful experiences, there was a small but statistically significant negative association of stress severity with bilateral HV. When considering the age of onset, there was a moderate and significant negative association between stress severity during early childhood (through 5 years of age) and HV; there was no association between stress severity during later childhood (age 6 years and older) and HV. We provide evidence of a sensitive period through 5 years of age for the effects of life stress on HV in adolescence. It will be important in future research to elucidate how reduced HV stemming from early life stress may contribute to stress-related health outcomes.

Socioeconomic Adversity, Social Resources, and Allostatic Load Among Hispanic/Latino Youth: The Study of Latino Youth

OBJECTIVE

We examined associations among socioeconomic adversity, social resources, and allostatic load in Hispanic/Latino youth, who are at high risk for obesity and related cardiometabolic risks.

METHODS

Participants were 1343 Hispanic/Latino youth (51% male; ages 8-16 years) offspring of Hispanic Community Health Study/Study of Latinos participants. Between 2012 and 2014, youth underwent a fasting blood draw and anthropometric assessment, and youth and their enrolled caregivers provided social and demographic information. A composite indicator of allostatic load represented dysregulation across general metabolism, cardiovascular, glucose metabolism, lipid, and inflammation/hemostatic systems. Socioeconomic adversity was a composite of caregiver education, employment status, economic hardship, family income relative to poverty, family structure, and receipt of food assistance. Social resources were a composite of family functioning, parental closeness, peer support, and parenting style variables.

RESULTS

Multivariable regression models that adjusted for sociodemographic factors, design effects (strata and clustering), and sample weights revealed a significant, positive, association between socioeconomic adversity and allostatic load (β = .10, p = .035), and a significant, inverse association between socioeconomic adversity and social resources (β = -.10, p = .013). Social resources did not relate to allostatic load and did not moderate or help explain the association of adversity with allostatic load (all p values > .05).

CONCLUSIONS

Statistically significant, but small associations of socioeconomic adversity with both allostatic load and social resources were identified. The small effects may partially reflect range restriction given overall high socioeconomic adversity and high social resources in the cohort.

Socioeconomic status and early blood concentrations of inflammation-related and neurotrophic proteins among extremely preterm newborns

The main objective of this study was to evaluate the relationship between mother’s socioeconomic disadvantage and blood concentrations of inflammation-related proteins among extremely preterm newborns (<28 weeks gestation), a group at heightened risk of cognitive impairment when exposed to systemic inflammation. We measured the concentrations of 27 inflammatory and neurotrophic proteins in blood specimens collected a week apart during the first postnatal month from 857 extremely preterm newborns in the United States. We classified children according to 3 indicators/correlates of socioeconomic disadvantage, mother’s eligibility for government-provided medical care insurance (Medicaid), mother’s formal education level, and mother’s IQ approximated with the Kaufman Brief Intelligence Test– 2. The risks of a top-quartile concentration of each protein on each of 5 days a week apart, on two occasions during the first two postnatal weeks, and during the next two weeks were modeled as functions of each indicator of socioeconomic disadvantage. The risks of top quartile concentrations of multiple (2–5) inflammation-related proteins on multiple days during the first two weeks were increased for each of the 3 indicators of socioeconomic disadvantage, while the risks of top quartile concentrations of selected neurotrophic proteins were reduced. Adjustment for socioeconomic disadvantage did not alter the relationships between protein concentrations and both low IQ and low working memory 10 years later. Among extremely preterm newborns, indicators of socioeconomic disadvantage are associated with modestly increased risk of systemic inflammation in postnatal blood during the first postnatal month and with a slightly reduced risk of a neurotrophic signal, but do not confound relationships between protein concentrations and outcomes.

Access to the School Breakfast Program Is Associated with Higher Attendance and Test Scores among Elementary School Students

BACKGROUND

The School Breakfast Program (SBP) has grown and evolved substantially since its inception, yet relatively little is known about its impact on school engagement and academic outcomes.

OBJECTIVES

The purpose of this study is to estimate the impact of the SBP on school attendance and standardized test scores, as well as how impacts differ among student subpopulations and between traditional and nontraditional program models.

METHODS

The study uses administrative data from ∼1000 Wisconsin elementary schools during 2009-2014, including almost all public elementary schools in the state except those in Milwaukee Public School District. Over the 5-y period, 168 schools in our sample introduced a new SBP and/or changed the location of breakfast (classroom or cafeteria) or the payment structure. The impact of breakfast availability and type was evaluated using multivariable regression models with school fixed effects and extensive demographic controls, leveraging within-school changes in SBP availability and type.

RESULTS

Implementing the SBP was associated with a 3.5-percentage-point reduction in the percentage of students with low attendance and an increase of 0.08 SD in normalized reading scores among likely-participant boys (P = 0.015), with no impact among girls. When breakfast was offered free to all students, the probability of low attendance was 3.5 percentage points lower than with traditional SBP for a broad cross-section of students (P < 0.001), and math and reading scores were 0.07 and 0.04 SD higher among the higher-income sample, respectively (P = 0.001 and P = 0.035, respectively). When breakfast was offered in the classroom, neither attendance nor reading scores differed relative to cafeteria-based SBP, whereas math scores among likely-participant boys were 0.05 SD lower (P = 0.045).

CONCLUSIONS

Offering breakfast at school can modestly improve educational engagement and performance, but benefits differ across children and by program structure. Universally free breakfast appears particularly beneficial to both attendance and test scores.

[Mental health of teenage mothers: impact on the next generation]

BACKGROUND

Motherhood in adolescence is associated with risks for both the young mother and the children.

OBJECTIVE

Presentation of the current state of research on the mental health of adolescent mothers and its effects on the development of their children.

MATERIAL AND METHODS

Electronic database search in PubMed using various combined key terms such as "teenage pregnancy", "adolescent pregnancy", "teenage mother", "child development", "mother-child interaction". Review of the literature of the sources found and discussion of current publications and databases of public institutions.

RESULTS

In addition to psychosocial risks such as fewer education years due to family formation and lower incomes, young mothers also suffer more frequently from mental disorders, both before pregnancy and due to the additional burden of motherhood in their own developmental phase of youth. These can have unfavorable effects on the mother-child interaction and on the psychosocial and cognitive development of the children, thereby leading to the transgenerational transmission of risk factors.

CONCLUSION

In addition to primary prevention by avoiding teenage pregnancies, early identification of adolescent mothers and children at risk for early treatment and intervention is necessary.

Risks for Child Cognitive Development in Rural Contexts

While poverty all over the world is more typical and extreme in rural contexts, interventions to improve cognition in low socioeconomic status (SES) children are for the most part based on studies conducted in urban populations. This paper investigate how poverty and rural or urban settings affect child cognitive performance. Executive functions and non-verbal intelligence performance, as well as individual and environmental information was obtained from 131 5-year-old children. For the same level of SES, children in rural settings performed consistently worse than children in urban settings. These differences could be accounted mostly by the months of past preschool attendance and the father's completed level of education. These results should inform policies and programs for children living in rural poverty worldwide, and specially in Latin America.

Parental Income and Children's Life Course: Lessons from the Panel Study of Income Dynamics

This article reviews how the Panel Study of Income Dynamics (PSID) has contributed to our understanding of the links between childhood economic conditions- in particular, the household incomes with very young children-and the economic attainment and health of those children when they reach adulthood. From its beginning, the PSID has provided data useful for addressing intergenerational questions. In the mid-1990s, PSID data supported a series of studies that link early childhood income to early adult attainments, particularly to completed schooling. At the same time, discoveries in neurobiology and epidemiology were beginning to provide details on the processes producing the observed correlations. These discoveries led to a more recent set of PSID-based studies that focus not only on labor market and behavioral outcomes, but also on links between income in the earliest stages of life (including the prenatal period) and adult health. Links between economic disadvantage in childhood and adult health, and the developmental neuroscience underlying those links, are promising areas for future research.

Socioeconomic gaps in science achievement

BACKGROUND

In contrast to the extensive research on socioeconomic gaps in reading and math achievement, little attention has been given to socioeconomic disparities in science skills, particularly during the early years of schooling. This emphasis on later years may be problematic because large socioeconomic disparities emerge in the early years, thus it is crucial to document the size of disparities in science achievement and begin unpacking the range of factors that contribute to these disparities. Additionally, it is crucial to know which components of socioeconomic status are more strongly linked to children's science skills so that resources can be more effectively targeted to address disparities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (N = 9250), this study examines disparities in science achievement across elementary and middle school related to parental income and parental education separating their effects from each other and from a range of confounding factors. Additionally, it considers whether characteristics of children, families, and schools are pathways through which socioeconomic disparities emerge.

RESULTS

Results show moderate gaps in science achievement related to both household income and parental education. The primary pathways through which parental education and family income influenced science achievement was through mathematics and reading achievement. For parental education gaps, smaller indirect effects also operated through access to informal science learning opportunities both inside and outside of the home environment.

CONCLUSION

First, this study highlights the importance of considering the contributions of multiple measures of socioeconomic status, instead of a composite. Second, it shows that socioeconomic disparities in science achievement emerge early and that programs and policies aimed at addressing these gaps may need to target children during the early elementary and preschool years. Third, our findings suggest that elementary instructional approaches that simultaneously address science instruction with reading and/or mathematics instruction will likely be especially important for improving overall science outcomes.

Understanding the effects of education through the lens of biology

Early educational interventions aim to close gaps in achievement levels between children. However, early interventions do not eliminate individual differences in populations and the effects of early interventions often fade-out over time, despite changes of the mean of the population immediately following the intervention. Here, we discuss biological factors that help to better understand why early educational interventions do not eliminate achievement gaps. Children experience and respond to educational interventions differently. These stable individual differences are a consequence of biological mechanisms that support the interplay between genetic predispositions and the embedding of experience into our biology. Accordingly, we argue that it is not plausible to conceptualize the goals of educational interventions as both a shifting of the mean and a narrowing of the distribution of a particular measure of educational attainment assumed to be of utmost importance (such as a standardized test score). Instead of aiming to equalize the performance of students, the key goal of educational interventions should be to maximize potential at the individual level and consider a kaleidoscope of educational outcomes across which individuals vary. Additionally, in place of employing short-term interventions in the hope of achieving long-term gains, educational interventions need to be sustained throughout development and their long-term, rather than short-term, efficacy be evaluated. In summary, this paper highlights how biological research is valuable for driving a re-evaluation of how educational success across development can be conceptualized and thus what policy implications may be drawn.

Unpacking the link between socioeconomic status and behavior problems: A second-order meta-analysis

Substantial evidence links socioeconomic status to internalizing and externalizing behavior problems. However, it is unclear how these two categories of behavior problems relate to specific components of socioeconomic status (e.g., income, educational attainment, and occupational prestige) or overall social status. In this study, we conducted a second-order meta-analysis to estimate the average associations of income, education, occupation, and overall socioeconomic status with internalizing and externalizing behavior problems, and to examine if age, sex, and race/ethnicity moderated these associations. Our systematic search in PsycINFO, PubMed, Google Scholar, Web of Science, and ProQuest Dissertations and Theses Global identified 12 meta-analyses (17% unpublished), including approximately 474 primary studies and 327,617 participants. In relation to internalizing, we found small average associations with income, r+ = -.18, 95% confidence interval (CI) [-.31, -.04], and education, r+ = -.12, 95% CI [-.15, -.09]. In relation to externalizing, we found smaller associations with income, r+ = -.02, 95% CI [-.15, .10], education, r+ = -.03, 95% CI [-.16, .10], and overall socioeconomic status, r+ = -.05, 95% CI [-.11, .01], but these CIs included zero. Only sex composition of the samples moderated the latter association. We provide recommendations for best practices and future research directions.

Are Whites and minorities more similar than different? Testing the cultural similarities hypothesis on psychopathology with a second-order meta-analysis

The cultural differences hypothesis is the assertion that there are large differences between Whites and racial/ethnic minorities in the United States, while there are small differences between- (e.g., African Americans and Latinos) and within- (e.g., Latinos: Mexican Americans and Cuban Americans) minority groups. Conversely, the cultural similarities hypothesis argues that there are small differences between Whites and minorities, and these differences are equal or smaller in magnitude than differences between and within minorities. In this study, we conducted a second-order meta-analysis focused on psychopathology, to (a) test these hypotheses by estimating the absolute average difference between Whites and minorities, as well as between and within minorities, on levels of psychopathology, and (b) determine if general and meta-analytic method moderators account for these differences. A systematic search in PsycINFO, Web of Science, and ProQuest Dissertations identified 16 meta-analyses (13% unpublished) on 493 primary studies (N = 3,036,749). Differences between Whites and minorities (d+ = 0.23, 95% confidence interval [0.18, 0.28]), and between minorities (d+ = 0.30, 95% confidence interval [0.12, 0.48]) were small in magnitude. White–minority differences remained small across moderators. These findings support the cultural similarities hypothesis. We discuss their implications and future research directions.