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Residential change and school adjustment.

M Levine1

  • 1Department of Psychology, Yale University, USA.

Community Mental Health Journal
|November 6, 2013
PubMed
Summary

Moving impacts many children, potentially worsening emotional disturbances and academic performance. Schools lack support for these mobile students, highlighting a need for better adaptation strategies and community mental health programs.

Area of Science:

  • Child Psychology
  • Educational Sociology
  • Community Mental Health

Background:

  • Residential mobility affects a significant portion of school-aged children.
  • Moves are often linked to challenging family circumstances and can trigger or worsen emotional issues.
  • Existing research indicates a correlation between moving and increased behavioral disturbances in children.

Purpose of the Study:

  • To examine the impact of residential changes and school transitions on children's well-being.
  • To investigate the association between mobility and academic performance.
  • To identify gaps in support systems for mobile children and inform community mental health initiatives.

Main Methods:

  • Literature review on residential mobility and child development.

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  • Analysis of existing studies correlating moving with emotional disturbances and academic outcomes.
  • Exploration of school and community support structures for mobile children.

    • Main Results:

    • Residential changes can precipitate or exacerbate emotional disturbances in children.
    • Mobility may be associated with poorer academic performance in some cases.
    • Schools currently offer limited specialized support for children experiencing frequent moves.

    Conclusions:

    • The challenges faced by mobile children require further investigation into adaptation strategies.
    • There is a need for enhanced school-based and community mental health programs to support mobile students.
    • Understanding the rate of residential change is crucial for effective public health planning.