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

Author

Listed:
  • 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
    Life Paths Research Center, Sewanee, TN 37375, USA)

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.

Suggested Citation

  • Susan Yoon & Fei Pei & Juan Lorenzo Benavides & Alexa Ploss & Jessica Logan & Sherry Hamby, 2022. "The Long-Term Effects of Early Childhood Resilience Profiles on School Outcomes among Children in the Child Welfare System," IJERPH, MDPI, vol. 19(10), pages 1-14, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:5987-:d:815829
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    References listed on IDEAS

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    3. Mihalec-Adkins, Brittany P. & Christ, Sharon L. & Day, Elizabeth, 2020. "An exploration of placement-related psychosocial influences on school engagement among adolescents in foster care," Children and Youth Services Review, Elsevier, vol. 108(C).
    4. Tlapek, Sarah Myers & Auslander, Wendy & Edmond, Tonya & Gerke, Donald & Voth Schrag, Rachel & Threlfall, Jennifer, 2017. "The moderating role of resiliency on the negative effects of childhood abuse for adolescent girls involved in child welfare," Children and Youth Services Review, Elsevier, vol. 73(C), pages 437-444.
    5. Font, Sarah & Maguire-Jack, Kathryn, 2013. "Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children," Children and Youth Services Review, Elsevier, vol. 35(5), pages 856-864.
    6. Susan Yoon & Nathan Helsabeck & Xiafei Wang & Jessica Logan & Fei Pei & Sherry Hamby & Natasha Slesnick, 2021. "Profiles of Resilience among Children Exposed to Non-Maltreatment Adverse Childhood Experiences," IJERPH, MDPI, vol. 18(20), pages 1-18, October.
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    Cited by:

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