The Long-Term Effects of Early Childhood Resilience Profiles on School Outcomes among Children in the Child Welfare System

Susan Yoon, Fei Pei, Juan Lorenzo Benavides, Alexa Ploss, Jessica Logan and Sherry Hamby
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Susan Yoon: College of Social Work, The Ohio State University, Columbus, OH 43210, USA
Fei Pei: School of Social Work, Falk College, Syracuse University, Syracuse, NY 13244, USA
Juan Lorenzo Benavides: College of Social Work, The Ohio State University, Columbus, OH 43210, USA
Alexa Ploss: College of Social Work, The Ohio State University, Columbus, OH 43210, USA
Jessica Logan: Quantitative Research, Evaluation and Measurement, College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210, USA
Sherry Hamby: Department of Psychology, The University of the South, Sewanee, TN 37383, USA

IJERPH, 2022, vol. 19, issue 10, 1-14

Abstract: 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.

Keywords: resilience; school outcomes; academic achievement; school involvement; adverse childhood experiences (ACEs); children; latent profile analysis (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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