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How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized‐Controlled Trial.

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Title: How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized‐Controlled Trial.
Authors: Bierman, Karen L. (AUTHOR), Heinrichs, Brenda S. (AUTHOR), Welsh, Janet A. (AUTHOR), Jones, Damon E. (AUTHOR), Crowley, D. Max (AUTHOR)
Source: Child Development. May/Jun2025, Vol. 96 Issue 3, p1236-1249. 14p.
Subjects: Head Start programs, Preschool education, High school students, Secondary education, Educational outcomes, Emotions
Abstract: This study examined the impact of the Head Start Research‐based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; Mage = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or "usual practice" (N = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, d = 0.41) and behavior problems (composite of teacher, parent, youth ratings, d = 0.27) with the latter benefits mediated by earlier intervention boosts to social–emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on‐time graduation but promoted these outcomes indirectly mediated by earlier intervention effects. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized‐Controlled Trial.
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. May/Jun2025, Vol. 96 Issue 3, p1236-1249. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink>
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  Data: This study examined the impact of the Head Start Research‐based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; Mage = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or "usual practice" (N = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, d = 0.41) and behavior problems (composite of teacher, parent, youth ratings, d = 0.27) with the latter benefits mediated by earlier intervention boosts to social–emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on‐time graduation but promoted these outcomes indirectly mediated by earlier intervention effects. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.14235
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        Text: English
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              Text: May/Jun2025
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