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

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.

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.