Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social-emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn…

Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers' educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic…

This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated…

Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students' school performance in the United States. Students who were more frequently absent in any year of…

Mounting evidence suggests teacher-child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher-child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported…

This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that…

A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between…

Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (N = 1,364) were used to investigate children's trajectories of academic and social development across 1st, 3rd, and 5th grades. Hierarchical linear modeling was used to examine within- and between-child associations among…

This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and…

This longitudinal study examined, in a sample of Chinese children (initial mean ages = 9.5 and 12.7 years, N = 505), how the peer group contributed to social functioning and academic achievement and their associations. Data on informal peer groups, social functioning, and academic achievement were collected from multiple sources. Multilevel…

The comparative value of various parameters of neonatal prematurity for differentiating intellective, scholastic, and social functioning in middle childhood was assessed for a sample of 38 prematurely born and 26 maturely born subjects aged 7 to 9.5 years. (Author/JMB)

Examined effects of peer victimization and whether it was a precursor of school maladjustment. Subjects were 200 5- and 6-year-olds. Findings indicated that victimization was a precursor of children's loneliness and school avoidance. Children's feelings of loneliness were more pronounced while victimization was occurring, and delayed effects were…

Examined academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. Suggests that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior…

Compares 27 children with early onset diabetes (EOD) with 24 children with late onset diabetes (LOD) and 30 sibling controls in performance on tests of intellectual functioning and school achievement. Results revealed that duration of illness, age of onset, and hypoglycemic convulsions significantly predicted spatial ability. (Author/RWB)