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Updated: Jun 18, 2026
Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
The effect of cleft lip on socio-emotional functioning in school-aged children
Lynne Murray1, Adriane Arteche, Caroline Bingley
1University of Reading, UK. lynne.murray@rdg.ac.uk
Insights
Children with clefts face increased socio-emotional challenges in school, particularly communication issues. Early intervention focusing on communication and parenting support is crucial for improving social outcomes.
Area of Science:
- Developmental Psychology
- Pediatric Health
- Social Sciences
Background:
- Children with cleft lip exhibit higher risks for socio-emotional difficulties.
- The underlying causes and developmental mechanisms require further longitudinal investigation.
Purpose of the Study:
- To examine socio-emotional functioning in children with cleft lip at age 7.
- To investigate the roles of infant attachment, parenting, communication, and attractiveness in these difficulties.
Main Methods:
- Longitudinal study of 93 children with cleft lip and 77 controls, assessed at age 7.
- Utilized teacher/maternal reports, observational data, and child social representations (doll play).
- Analyzed direct and moderating effects of attachment, parenting, and child-specific factors.
Main Results:
- Children with clefts showed more social problems and anxious/withdrawn behaviors.
- Communication difficulties significantly explained these socio-emotional challenges, especially in those with cleft palate.
- Insecure attachment and poorer parenting exacerbated risks for children with clefts.
Conclusions:
- Children with clefts are at elevated risk for socio-emotional difficulties during school years.
- Interventions should target communication skills and parenting support.
- Enhanced communication abilities are vital for children's peer relationships.
Background:
Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms.
Method:
Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness.
Results:
Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts.
Conclusions:
Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for children's peer relations.
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