Presentation Type
Poster
Start Date
5-8-2024 11:00 AM
End Date
5-8-2024 1:00 PM
Subjects
Early childhood development, Mental health, Separation anxiety in children
Advisor
Dr. Leslie Leve
Student Level
Masters
Other
Prevention Science
Abstract
This informative poster highlights a study examining the association between child separation anxiety disorder (SAD) and school achievement, considering socioeconomic status (SES) and perceived financial stress. Data came from the Early Growth and Development Study (EGDS). Data from the kindergarten (age 6) and 1st grade (age 7) assessments in the adoptive families (N=360 adoptive triads) were analyzed.
By controlling for parent’s income, financial stress, child’s gender and by measuring children at two time points (6 and 7 years), our study aims to identify the specific contribution of separation anxiety on academic achievement, enhancing our understanding of this critical issue. Overall, this work pushes the boundaries of knowledge in the field, shedding light on the complex interplay between family dynamics and child development.
The results reveal that kindergarten SAD can be a significant risk factor for lower 1st-grade school achievement.
The implications for policies are twofold: (1) provide increased support for parents and caregivers to strengthen early relationships with their children; (2) schools should implement strategies to address SAD, providing a nurturing environment that fosters success and well-being for all students. Investing in such strategies ensures positive outcomes, enabling every child to thrive.
Creative Commons License or Rights Statement
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/41868
The Longitudinal Relationship Between Socioeconomic Status, Child Separation Anxiety Symptoms, and School Achievement in 1st Grade
This informative poster highlights a study examining the association between child separation anxiety disorder (SAD) and school achievement, considering socioeconomic status (SES) and perceived financial stress. Data came from the Early Growth and Development Study (EGDS). Data from the kindergarten (age 6) and 1st grade (age 7) assessments in the adoptive families (N=360 adoptive triads) were analyzed.
By controlling for parent’s income, financial stress, child’s gender and by measuring children at two time points (6 and 7 years), our study aims to identify the specific contribution of separation anxiety on academic achievement, enhancing our understanding of this critical issue. Overall, this work pushes the boundaries of knowledge in the field, shedding light on the complex interplay between family dynamics and child development.
The results reveal that kindergarten SAD can be a significant risk factor for lower 1st-grade school achievement.
The implications for policies are twofold: (1) provide increased support for parents and caregivers to strengthen early relationships with their children; (2) schools should implement strategies to address SAD, providing a nurturing environment that fosters success and well-being for all students. Investing in such strategies ensures positive outcomes, enabling every child to thrive.