Early childhood social-emotional profiles associated with middle childhood internalizing and wellbeing

Abstract

This study linked data from two large population monitoring surveys in British Columbia, Canada, (N = 17,181) to examine associations between teacher-rated social-emotional functioning at school entry (age 5) and child self-reported internalizing and wellbeing in Grade 4 (age 9). Latent profile analysis identified seven profiles of early childhood social-emotional functioning based on eight subscales from the Early Development Instrument. The largest profile group of children (55.6%) showed strengths across all eight subscales. Four years later, children in this group reported the lowest internalizing (worries and sadness) and highest wellbeing (life satisfaction and optimism), measured using the Middle Years Development Instrument. Comparatively, children in profile groups characterized by relative vulnerabilities on one or more subscales reported higher internalizing and lower wellbeing in Grade 4, but not consistently for all outcomes. Results suggest school entry may be an opportunity to promote children's strengths and address vulnerabilities to support future mental health.