Entry Into Boarding Preschool Is Associated With Increased Stress and School Refusal

Area of Science:

• Child Development
• Developmental Psychology
• Stress Physiology

Background:

• Socioeconomically disadvantaged rural children in Western China attend preschools for extended durations, often starting at age 3.
• These boarding preschools involve 4-5 days of separation from primary caregivers weekly.
• Poor childcare quality, long hours, and caregiver separation may negatively impact children's adjustment and stress levels.

Purpose of the Study:

• To investigate the impact of boarding preschool experience on social adjustment and stress responses in young children.
• To compare stress indicators, specifically saliva alpha-amylase (sAA) and cortisol levels, between boarding and non-boarding preschoolers.

Main Methods:

• Collection of over 900 saliva samples from 31 boarding and 30 non-boarding preschoolers over 12 weeks.
• Measurement of saliva alpha-amylase (sAA) and cortisol levels to assess physiological stress.
• Parental reports on children's behavioral problems and school refusal.

Main Results:

• Boarding preschoolers showed a greater increase in cortisol from mid-morning to mid-afternoon on second-to-last weekdays compared to non-boarders.
• Non-boarding children exhibited an accelerated decrease in sAA over 12 weeks, while boarders did not.
• Boarders reported more school refusal behaviors than non-boarders, suggesting increased stress.

Conclusions:

• Entry into boarding preschool is associated with elevated stress and school refusal in rural Chinese children.
• Physiological stress markers (cortisol and sAA) indicate a potential heightened stress response in boarding children.
• Enhanced emotional support through increased primary caregiver contact is crucial for boarding preschoolers during their transition.