Child Trends

Culturally responsive student–teacher relationships are critical to the academic success and social‐emotional learning (SEL) outcomes of students of color and/or students from low‐income backgrounds. Yet, little is known about how students’ perceptions of their schools’ culturally responsive environment are related to the quality of student–teacher relationships. To address this gap, the current study examined how students’ perceptions of their school's culturally responsive environment contributes to positive student–teacher developmental relationships, and in turn, their academic motivation and SEL. A total of 2,069 public middle and high school students of color from 46 schools across the country were surveyed (51.4% female; M age = 13.4, SD = 1.86; 30.7% Hispanic or Latina/o/x, 30.4% Multiracial or Multiethnic, 17.5% Black or African American, 12.4% Asian or Pacific Islander, 8.7% American Indian or Alaska Native; 0.4% identified as another race or ethnicity). Students’ perceptions of their school as a culturally responsive environment were both directly and indirectly associated with greater academic motivation and SEL via stronger student–teacher developmental relationships. Findings have important implications for school administrators’ and school psychologists’ efforts to create more culturally responsive education environments.

Indigenous Peoples across the world have a history of colonization that continues today. Additionally, Indigenous Peoples have experienced harm from research. This paper explores conducting research with Indigenous Peoples in a “good way.“ Relationships built prior to and throughout the research process are foundational to conducting research in a good way, meaning it respects and recognized inherent sovereignty; is culturally centered; relational; participatory; asset based; anti-racist; decolonizing; trauma-informed; survivor-centered; and engages free, prior, and informed, consent and Indigenous methodologies. This approach draws on the strength of Indigenous cultures, centering Indigenous Knowledges, and working toward Indigenous goals. A case study details the use of an Indigenous relational theoretical framework in practice, building life-long relationships through a research project that adapted a historically non-Indigenous methodology (ethnographic futures research) through a self-determining, participatory, and co-production project with the Ninilchik Village Tribe in Alaska. Our discussion broadens the application of this approach to research in any context with Indigenous children, youth, families, and Elders, reminding the reader that decolonization is not a metaphor but an actual change in researchers, institutions, and funders.

Children experiencing maltreatment in the first 3 years of life are at risk for several developmental challenges throughout the lifespan. Researchers and practitioners have emphasized understanding how institutional supports implemented through state governments may support infants and toddlers’ development, but less attention has been paid to the potential effects of state policies on maltreatment specifically. We tested whether state-level policies providing economic and family planning support implemented between 2005–2019 were associated with rates of reported and substantiated abuse and neglect among children under three. Two-way fixed effects models indicate that implementing a state Child Tax Credit, expanding contraception access, raising minimum wages, and expanding eligibility for Supplemental Nutrition Assistance Programs were associated with decreased maltreatment according to various indicators among Black, White, and Hispanic children. Implications for future research and policy are discussed.

High‐quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low‐income families. During the initial COVID‐19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high‐quality ECE programs in the United States during the 2020 pandemic ( n = 48) fared on cognitive and socioemotional outcomes compared to a 2019 pre‐pandemic cohort ( n = 94) and a pandemic 2021 cohort ( n = 132). Toddlers in the 2020 cohort scored significantly lower on executive function compared to toddlers in 2019 and 2021 cohorts. Toddlers in the 2020 cohort had higher ratings self‐regulation compared to the pre‐pandemic cohort, but not 2021 cohort. There were no differences on attachment ratings between cohorts. Findings suggest that the abrupt halt to ECE programs due to the COVID‐19 pandemic impacted US toddlers’ cognitive and socioemotional abilities. This underscores the importance of continued high‐quality ECE for infants and toddlers from low‐income families during disruptive times. Further work is needed to investigate the long‐term impacts of experiencing an abrupt halt to ECE due to COVID‐19.

Strategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.

Introduction Adolescent sexual health interventions are increasingly incorporating content that is inclusive of LGBTQIA+ youth (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and other marginalized sexualities and genders). Evaluations of such programs must also be inclusive to enhance the validity of evaluation results and avoid further marginalization. We present strategies for increasing LGBTQIA+-inclusivity based on our evaluation of SafeSpace, a sexual health curriculum. Methods To design an LGBTQIA+-inclusive program evaluation, we leveraged LGBTQIA+ research staff’s insights, pursued a parental consent waiver, developed an inclusive recruitment plan, and crafted demographic and sexual behavior survey measures with input from youth and equity experts. We conducted a pilot study with 42 youth ages 14–17 to assess the feasibility and efficacy of our strategies. Results We obtained a parental consent waiver and recruited a majority LGBTQIA+ pilot study sample (62%). Using themes from cognitive interviews with youth and experts regarding inclusive framing and use of plain language, we refined demographic measures and expanded sexual behavior measures. Conclusion Findings suggest that the strategies used to enhance LGBTQIA+-inclusivity in our evaluation of SafeSpace were effective in respectfully and more accurately capturing a fuller range of experiences and identities of LGBTQIA+ and cis-straight youth. The strategies and survey measures developed for this study can be applied to increase LGBTQIA+-inclusivity in other adolescent sexual health program evaluations.

Prenatal maternal internalizing psychopathology (depression and anxiety) and socioeconomic status (SES) have been independently associated with higher risk for internalizing and externalizing problems in children. However, the pathways behind these associations are not well understood. Numerous studies have linked greater right frontal alpha asymmetry to internalizing problems; however, findings have been mixed. Several studies have also linked maternal internalizing psychopathology to children's frontal alpha asymmetry. Additionally, emerging studies have linked SES to children's frontal alpha asymmetry. To date, only a limited number of studies have examined these associations within a longitudinal design, and the majority have utilized relatively small samples. The current preregistered study utilizes data from a large prospective study of young children ( N = 415; Mean age = 7.27 years; Range age = 5–11 years) to examine the association between prenatal maternal internalizing symptoms, children's frontal alpha asymmetry, and behavior problems. Prenatal maternal internalizing symptoms did not predict children's frontal alpha asymmetry, and there was no association between frontal alpha asymmetry and behavior problems. However, mothers’ internalizing symptoms during pregnancy predicted children's internalizing and externalizing outcomes. Non‐preregistered analyses showed that lower prenatal maternal SES predicted greater child right frontal alpha asymmetry and internalizing problems. Additional non‐preregistered analyses did not find evidence for frontal alpha asymmetry as a moderator of the relation between prenatal maternal internalizing psychopathology and SES to children's behavior problems. Future research should examine the impact of SES on children's frontal alpha asymmetry in high‐risk samples.

Colonization of Indigenous Peoples living in what is now called the U.S. and U.S. territories began over 500 years ago, yet colonization continues today and results in historical trauma and inequities for Indigenous people. This paper describes the current application of racial equity in research and its limitations when applied to work with Indigenous Peoples. It highlights how the existing racial equity framework falls short in (1) respecting Indigenous sovereignty, (2) addressing historical and ongoing colonization through land dispossession and codified racism in blood quantum, and (3) acknowledging the profound impact of historical, cultural, and intergenerational trauma. We propose an expanded racial equity approach to research that incorporates an anti-racist and decolo-nizing approach. We conclude by outlining specific strategies researchers should adopt when employing a racial equity lens in their work with Indigenous populations.

Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S. early education programs. The authors’ collaborative network of five research teams applying this design in early education settings and methods experts has identified six challenges that need to be carefully considered in this next context: (a) available baseline covariates that may not be very rich; (b) limited data on the counterfactual; (c) limited and inconsistent outcome data; (d) weakened internal validity due to attrition; (e) constrained external validity due to who competes for oversubscribed programs; and (f) difficulties answering site-level questions with child-level randomization. The authors offer potential solutions to these six challenges and concrete recommendations for the design of future lottery-based early education studies.

Millions of parents use non-parental childcare for their preschool-age children. Prior research has focused on family characteristics that are associated with parents’ preferences of early care and education arrangements. Yet, little is known about preschool parents’ perspectives of the childcare search process. To further explore how parents search for childcare, we conducted a mixed methods study focusing on parents in a single state in the USA. Our findings suggest that families have to make trade-offs between quality and practicality when choosing childcare. During the childcare search process, families relied heavily on personal networks for childcare referrals and were unaware of public childcare information sources. Parents make childcare decisions based on their perceptions of care. As states across the nation develop their consumer education program, it is important to develop a family-friendly program to reduce search barriers for parents who look for childcare information.

Public preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between preschool attendance and an array of repeatedly measured, directly assessed language and math skills; we do this separately for public pre-K and Head Start, the two major publicly funded preschool programs. We draw on a large, racially diverse sample of children from families with low incomes in Tulsa, OK (N = 689, M age at 3rd = 8.5 years). Using propensity score weighting, we compare children who attended school-based pre-K or Head Start to those who did not attend preschool. Both school-based pre-K and Head Start attenders outperformed preschool nonattenders on numeracy in third grade. There was weaker evidence of a sustained preschool advantage on language and literacy skills, and no evidence that associations differed by preschool program.

Introduction Resilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increased attention as a key mechanism predicting a variety of important short- and long-term outcomes. The current study examined how the self-regulation skills of infants and toddlers in a classroom could potentially shape classroom interactions and quality which, in turn, could potentially shape the development of self-regulation skills of the individual infants and toddlers enrolled in the classroom across an early childhood program year. The unique contribution of this study is the focus on a critical component of resilience, self-regulation, in an understudied age group, infants and toddlers, in an important and understudied context, the infant-toddler early childhood classroom. Methods Data are from a statewide evaluation of early childhood programs serving children birth to age 3 growing up in low-income contexts. Multi-level mediation models were employed to examine the mediation effect of classroom quality between classroom-level self-regulation and individual children’s gain in self-regulation over a year. Results We found a significant indirect path. The results showed that classroom-level self-regulation skills demonstrated by infants and toddlers in the fall predicted higher levels of teachers’ implementation of three important aspects of classroom quality – support for social-emotional, cognitive, and language development – in the winter. We also found that higher levels of teachers’ support for social-emotional, cognitive, and language development associated with children’s increased growth in self-regulation skills from fall to spring. The direct path from classroom-level self-regulation demonstrated in the fall to individual children’s gain in self-regulation was not significant. Discussion These findings, unique due to the focus on infants and toddlers in a classroom context, are discussed within the larger body of existing self-regulation research conducted with older children and prevalent theories outlining developmental mechanisms. Implications for both infant-toddler classroom practices and future research are addressed. Relative to practice, our findings have implications for informing how the development of self-regulation, an important component of resilience, can be supported in the youngest children, infants and toddlers, specifically those enrolled in center-based classrooms serving young children growing up in families with low incomes. We focus on the need to improve the support and professional development of infant-toddler teachers which, in turn, can improve classroom quality and foster resilience in infants and toddlers. Relative to research, our use of a relatively new measure of infant-toddler classroom quality, the Quality of Care for Infants and Toddlers (QCIT), shows how this tool can expand infant-toddler research, a need in the current literature. Future research using different measures, designs, analytical strategies, and diverse samples and contexts is needed to further explain very young children’s development of self-regulation, a critical component of resilience.

All research is a social construction. In this paper, we work to illuminate those moments of co-constructed meaning by taking readers on a “behind the scenes” tour of a collaborative research project that explored educator relationships. We describe our priorities in and care for participant recruitment and scheduling, our post-hoc reflections on the differences in emotional tenor between interviews and focus groups, and our own roles and positionalities within the data collection and analysis process. Action-items are recommended for other group-based qualitative studies to humanize the process of research and prioritize moments of connection, trust, and agency among participants.

Organizational capacity building—the process of developing leadership, collecting and analyzing data, building buy‐in, and implementing programming—is foundational to effectively changing schools, and frequently relies on technical assistance. This study employed a quasi‐experimental, repeated measured design to evaluate the role of technical assistance provided through Safe School Certification model in improving school climate. Schools worked through an eight‐element framework, using data from a sample of six middle and high schools in Washington, D.C. that completed data collection in all years of the evaluation. Students in schools receiving technical assistance for implementing the SSC Framework had more positive changes in perceptions of school climate than students in schools that did not receive support, but those differences were small. The results from this study offer limited evidence that providing schools with technical assistance to improve organizational capacity is associated with more positive student perceptions of school climate.

Importance Knowledge about childhood resilience factors relevant in circumstances of marginalization and high numbers of adverse childhood experiences (ACEs) can improve interventions. Objective To identify sociocultural resilience factors in childhood that are associated with better young adult mental health in the context of ACEs. Design, Setting, and Participants This cohort study examined 4 waves of data from the Boricua Youth Study, which included Puerto Rican children from the South Bronx, New York, and San Juan, Puerto Rico. Participants were aged 5 to 17 years at waves 1 through 3 (2000-2003) and aged 15 to 29 years at wave 4 (2013-2017). Linear and logistic regression models tested the associations of 7 childhood resilience factors and their interaction with ACEs on young adult mental health outcomes. Data were analyzed from June 2021 to October 2023. Main Outcomes and Measures Perceived stress, major depressive disorder and/or generalized anxiety disorder (MDD/GAD), and substance use disorder (SUD) in young adulthood. Results Among a total 2004 participants, the mean (SD) age at wave 4 was 22.4 (2.9) years; 1024 participants (51.1%) were female, and 980 (48.9%) were male. Positive parent-child relationships and nonparental adult support during childhood were associated with both lower perceived stress (β = −0.14; SE = 0.02; P < .001; β = −0.08; SE = 0.03; P = .003, respectively) and lower odds of MDD/GAD (adjusted odds ratio [aOR], 0.84; 95% CI, 0.73 to 0.97; aOR = 0.81; 95% CI, 0.69 to 0.95, respectively) in young adulthood. Maternal warmth reported during childhood was also associated with lower young adult perceived stress (β = −0.11; SE = 0.02; P < .001). None of the resilience factors were associated with SUD. The resilience factors familism, friendships, and family religiosity were not associated with any of the mental health outcomes. ACEs were associated with poorer mental health outcomes; however, none of the resilience factors exhibited interactions consistent with being protective for ACEs. Unexpectedly, higher family religiosity was associated with more perceived stress in the presence of higher ACEs. Conclusions and Relevance The results of this study suggest that promoting positive relationships with adults during childhood may reduce later young adulthood stress and MDD/GAD. However, there is still a need to identify sociocultural childhood protective factors for ACEs. Caution should be taken in assuming what resilience factors are relevant for a given group, as higher family religiosity (one postulated resilience factor) was unexpectedly associated with a stronger, rather than a weaker, association between ACEs and perceived stress in young adulthood.