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Geographic mobility and children's emotional/behavioral adjustment and school functioning

G A Simpson1, M G Fowler

  • 1National Center for Health Statistics, Hyattsville, MD 20782.

Pediatrics
|February 1, 1994
PubMed
Summary

Children who move frequently face higher risks for emotional and behavioral issues, including seeking psychological help and school difficulties. Frequent moves are linked to increased rates of grade repetition and disciplinary actions like suspension or expulsion.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Public Health

Background:

  • Geographic mobility is a common experience for US children.
  • Previous research has not fully elucidated the impact of frequent residential moves on child development and school performance.

Purpose of the Study:

  • To investigate the association between geographic mobility and children's emotional/behavioral adjustment.
  • To examine the relationship between frequent moves and school functioning outcomes in children.

Main Methods:

  • Analysis of data from the 1988 National Health Interview Survey of Child Health, a nationally representative sample of 10,362 US school-age children.
  • Utilized multistage probability sampling to ensure representative estimates.
  • Employed multiple logistic and regression analyses to control for demographic variables and assess the impact of mobility on emotional, behavioral, and school outcomes.

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Main Results:

  • 39% of children aged 6-17 years moved three or more times.
  • Children with three or more moves were significantly more likely to receive psychological help (2.3x), repeat a grade (1.7x), and face suspension/expulsion (1.9x).
  • Frequent movers (3+ times) were also 1.6 times more likely to score in the top tenth percentile on a Behavior Problem Index.

Conclusions:

  • Frequent residential mobility (three or more moves) is associated with increased risks for emotional/behavioral problems and school difficulties in children.
  • Pediatricians, health professionals, and educators should monitor children from highly mobile families for potential psychological and educational challenges.
  • Early identification and support are crucial for mitigating the negative impacts of frequent moves on child well-being and academic success.