Investigation of familial and school-based risk factors for Hispanic Head Start children

The relation of familial and school-based risk factors to socioemotional and learning problems was studied in a sample of Hispanic children in Head Start programs. Socioemotional problems were found to relate most strongly to school-based solitary play, negative peer interaction, and maternal reports of child temperament, while associated learning problems related most strongly to school-based attention span. Significant gender interaction was also identified. Results support use of a culturally sensitive ecological model for assessing child behavior and hold implications for further research.