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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized-Controlled Trial.

Karen L Bierman1, Brenda S Heinrichs1, Janet A Welsh1

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Child Development
|April 1, 2025
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Summary

The Head Start Research-based, Developmentally Informed (REDI) preschool program improved high school emotional and behavioral outcomes. These benefits were linked to early social-emotional learning and parent involvement.

Keywords:
adolescent outcomesearly interventionfollow‐up studiesrandomized‐controlled trialsocial–emotional learning

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Area of Science:

  • Child Development
  • Educational Psychology
  • Intervention Science

Background:

  • Preschool interventions aim to improve long-term outcomes.
  • The Head Start Research-based, Developmentally Informed (REDI) intervention targets early childhood development.
  • Longitudinal impacts of REDI on high school outcomes require further investigation.

Purpose of the Study:

  • To examine the impact of the REDI preschool intervention on high school outcomes.
  • To explore longitudinal mediation pathways from REDI to high school results.
  • To assess REDI's effects on academic achievement and social-emotional development.

Main Methods:

  • Randomized controlled trial with 356 children in Head Start classrooms.
  • Intervention group received REDI; control group received usual practice.
  • Longitudinal data collection through high school, including teacher, parent, and youth ratings.

Main Results:

  • REDI intervention showed significant positive effects on high school emotional symptoms (d=0.41) and behavior problems (d=0.27).
  • Behavioral improvements were mediated by enhanced social-emotional learning, social adjustment, and parent involvement.
  • No direct impact on GPA or on-time graduation, but indirect promotion through early intervention effects.

Conclusions:

  • The REDI intervention has lasting positive effects on adolescent emotional and behavioral adjustment.
  • Early gains in social-emotional learning and parent engagement are key mediators of long-term benefits.
  • Targeted preschool interventions can influence developmental trajectories beyond academic measures.