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Related Experiment Video

Updated: May 11, 2026

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

School mobility and developmental outcomes in young adulthood.

Janette E Herbers1, Arthur J Reynolds, Chin-Chih Chen

  • 1University of Minnesota, USA. herbe064@umn.edu

Development and Psychopathology
|May 1, 2013
PubMed
Summary

Frequent school changes negatively impact student success, leading to lower educational attainment, poorer job prospects, increased depression, and higher arrest rates in adulthood. The timing of these moves, especially later in schooling, exacerbates these risks.

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Area of Science:

  • Sociology
  • Developmental Psychology
  • Education Policy

Background:

  • School mobility is linked to adverse outcomes like poor academic achievement and behavioral issues.
  • Previous research highlights the general risks associated with student transience.

Purpose of the Study:

  • To investigate the specific impact of school mobility on young adult outcomes.
  • To examine how the timing of school moves influences educational attainment, occupational prestige, mental health, and criminal activity.
  • To determine if school mobility poses unique risks beyond residential mobility and poverty.

Main Methods:

  • Utilized 25-year longitudinal data from the Chicago Longitudinal Study.
  • Analyzed the relationship between the number of school changes (K-12) and young adult outcomes.
  • Assessed the differential impact of early versus later school mobility on various life outcomes.

Main Results:

  • Increased school changes correlate with lower high school completion rates, fewer years of schooling, and reduced occupational prestige.
  • More school moves predict higher rates of depression symptoms and adult criminal arrests.
  • The number of school moves independently predicted outcomes, even after accounting for residential mobility and family poverty.
  • School moves occurring later in a student's career (grades 4-8) were associated with more severe negative outcomes.

Conclusions:

  • School mobility presents significant, independent risks for long-term young adult outcomes.
  • The timing of school mobility is a critical factor, with later moves having a more detrimental effect.
  • Interventions addressing school mobility and its timing may mitigate negative long-term consequences for students.