Prevalence and Correlates of Emotion Dysregulation in Children: Results from the ABCD Study

Emotion dysregulation (ED) is the inability to modulate the intensity and quality of emotional responses. It is strongly associated with psychopathology among youth, carries significant morbidity and predicts long-term impairments. Data on ED are limited among nonclinical populations. This study aims to estimate the prevalence of ED and to identify its demographic and clinical correlates in children.

Data from the Adolescent Brain Cognitive Development study, N = 11,878 children (ages 9-10), were analyzed. ED was measured using cutoff scores of ≥180 and <210 on the sum of the Attention, Aggression, and Anxious/Depressed subscales of the Child Behavior Checklist. Demographic and socioeconomic variables, sleep-related variables and physical activity levels, screen time use, and psychopathology were examined as correlates.

9.9% of participants screened positive for ED (moderate 8.4%, severe 1.5%) with a male predominance (60.9% and 64.8% of those who screened positive for moderate and severe ED, respectively). Moderate ED was associated with parental education (adjusted odds ratio [aOR] = 0.716 for graduate university degree vs. bachelor's degree, p = 0.004). Financial hardships such as inability to afford food (aOR = 1.389, p = 0.012) and medical/dental services (aOR = 1.271, p = 0.035) were correlated with moderate ED, while severe ED was associated with lower perceived neighborhood safety (aOR = 1.583, p = 0.024). Psychiatric disorders (current and past), including mood, anxiety, post-traumatic stress, and behavioral disorders, suicidal/homicidal thoughts/behaviors, self-harm, and sleep disturbance, were linked to both moderate and severe ED, while psychosis was linked to severe ED (aOR = 2.873, p < 0.001).

Psychiatric disorders, socioeconomic factors, and sleep disturbances are important correlates of ED. Findings highlight the importance of early screening for ED and call for the implementation of emotion regulation skills during childhood as a strategic, evidence-based preventive intervention focus.