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Navigating early risks: Differential outcomes in middle childhood and the compensatory role of kindergarten experiences.

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Title: Navigating early risks: Differential outcomes in middle childhood and the compensatory role of kindergarten experiences.
Authors: Haag, Katharina, Watts, Tyler, Hannigan, Laurie, Ask, Helga, Alexandersen, Nina, Vaage Wang, Mari, Eek Brandlistuen, Ragnhild
Source: Journal of Child Psychology & Psychiatry. Sep2025, Vol. 66 Issue 9, p1425-1440. 16p.
Subjects: Child development deviations -- Risk factors, Mental health, Educational outcomes, Questionnaires, Internalizing behavior, Descriptive statistics, Early intervention (Education), Child development deviations, Academic achievement, Externalizing behavior, Data analysis software
Geographic Terms: Norway
Abstract: Background: It has been proposed that early risk constellations link differentially to later developmental outcomes. However, existing studies often use a limited set of risk indicators, excluding genetic and child‐based risks. It is also unclear if the protective effects of potential moderators, such as kindergarten experiences, differ across risk groups. Methods: Using data from the Norwegian Mother, Father and Child (MoBa) cohort study (n = 7,478), we established latent early risk classes based on family, child, and genetic risk factors measured up to 3 years of age. The early risk classes were then compared on parent‐rated internalizing and externalizing symptoms and academic performance at 8 years, as well as on registry outcomes reflecting child internalizing and externalizing diagnoses and national test scores at ages 11–14 years. Potential moderating effects of kindergarten protective factors (student–teacher closeness, social play behaviors and structured pre‐academic activities) were examined. Results: We identified five classes: a "low risk" group (41.1%) performed best across most behavioral and academic outcomes. A "resource risk" group (32.1%) struggled academically at 8 and 11 years, while a "family psychological risk" group (11.7%) showed mental health difficulties at 8 years and the highest levels of internalizing diagnoses at 12–14 years. A "developmental risk" group (7.6%) exhibited more pronounced academic and behavioral difficulties at 8 years only, while a "preterm birth" (7.5%) group showed moderate risk across most outcomes. Close student–teacher relationships and social play behaviors, but not structured pre‐academic activities, predicted improved outcomes at small effect sizes across the whole sample, with limited evidence for differential responses across groups. Conclusions: Our risk groups were differentially linked to later outcomes, suggesting potential diverging developmental pathways. The investigated Kindergarten factors exerted protective effects across groups, indicating that they may universally benefit children independent of their risk backgrounds. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Child Psychology & Psychiatry 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: Navigating early risks: Differential outcomes in middle childhood and the compensatory role of kindergarten experiences.
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  Data: <searchLink fieldCode="AR" term="%22Haag%2C+Katharina%22">Haag, Katharina</searchLink><br /><searchLink fieldCode="AR" term="%22Watts%2C+Tyler%22">Watts, Tyler</searchLink><br /><searchLink fieldCode="AR" term="%22Hannigan%2C+Laurie%22">Hannigan, Laurie</searchLink><br /><searchLink fieldCode="AR" term="%22Ask%2C+Helga%22">Ask, Helga</searchLink><br /><searchLink fieldCode="AR" term="%22Alexandersen%2C+Nina%22">Alexandersen, Nina</searchLink><br /><searchLink fieldCode="AR" term="%22Vaage+Wang%2C+Mari%22">Vaage Wang, Mari</searchLink><br /><searchLink fieldCode="AR" term="%22Eek+Brandlistuen%2C+Ragnhild%22">Eek Brandlistuen, Ragnhild</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Child+Psychology+%26+Psychiatry%22">Journal of Child Psychology & Psychiatry</searchLink>. Sep2025, Vol. 66 Issue 9, p1425-1440. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Child+development+deviations+--+Risk+factors%22">Child development deviations -- Risk factors</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Internalizing+behavior%22">Internalizing behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Externalizing+behavior%22">Externalizing behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink>
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  Data: Background: It has been proposed that early risk constellations link differentially to later developmental outcomes. However, existing studies often use a limited set of risk indicators, excluding genetic and child‐based risks. It is also unclear if the protective effects of potential moderators, such as kindergarten experiences, differ across risk groups. Methods: Using data from the Norwegian Mother, Father and Child (MoBa) cohort study (n = 7,478), we established latent early risk classes based on family, child, and genetic risk factors measured up to 3 years of age. The early risk classes were then compared on parent‐rated internalizing and externalizing symptoms and academic performance at 8 years, as well as on registry outcomes reflecting child internalizing and externalizing diagnoses and national test scores at ages 11–14 years. Potential moderating effects of kindergarten protective factors (student–teacher closeness, social play behaviors and structured pre‐academic activities) were examined. Results: We identified five classes: a "low risk" group (41.1%) performed best across most behavioral and academic outcomes. A "resource risk" group (32.1%) struggled academically at 8 and 11 years, while a "family psychological risk" group (11.7%) showed mental health difficulties at 8 years and the highest levels of internalizing diagnoses at 12–14 years. A "developmental risk" group (7.6%) exhibited more pronounced academic and behavioral difficulties at 8 years only, while a "preterm birth" (7.5%) group showed moderate risk across most outcomes. Close student–teacher relationships and social play behaviors, but not structured pre‐academic activities, predicted improved outcomes at small effect sizes across the whole sample, with limited evidence for differential responses across groups. Conclusions: Our risk groups were differentially linked to later outcomes, suggesting potential diverging developmental pathways. The investigated Kindergarten factors exerted protective effects across groups, indicating that they may universally benefit children independent of their risk backgrounds. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Child Psychology & Psychiatry 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/jcpp.14158
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        Text: English
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        PageCount: 16
        StartPage: 1425
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      – SubjectFull: Child development deviations -- Risk factors
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      – SubjectFull: Mental health
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Early intervention (Education)
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      – SubjectFull: Norway
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              Text: Sep2025
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