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- Title
Elementary disruptions? Exploring residential move type, timing, and duration of implications during middle childhood.
- Authors
Anastasio, R. Julius; Leventhal, Tama
- Abstract
Moving is common during middle childhood, but links between move type and children's development are less well understood. Using nationally‐representative, longitudinal data (2010–2016) of ~9900 U.S. kindergarteners (52% boys, 51.48% White, 26.11% Hispanic/Latino, 10.63% Black, 11.78% Asian/Pacific Islander), we conducted multiple‐group fixed‐effects models estimating associations of within‐ and between‐neighborhood moves, family income, and children's achievement and executive function, testing whether associations persisted or varied by developmental timing. Analyses suggest important spatial and temporal dimensions of moving during middle childhood: between‐neighborhood moves had stronger associations than within‐neighborhood moves, earlier moves benefited development whereas later moves did not, and associations persisted with significant effect sizes (cumulative Hedges' g = −0.09–1.35). Research and policy implications are discussed.
- Subjects
UNITED States; HOUSEHOLD moving; SCHOOL children; ACADEMIC achievement; EXECUTIVE function; INCOME
- Publication
Child Development, 2023, Vol 94, Issue 5, pe264
- ISSN
0009-3920
- Publication type
Article
- DOI
10.1111/cdev.13939