Early Childhood Socioeconomic Status Research Articles

The impact of poverty and socioeconomic status on brain, behaviour, and development: a unified framework.

In this article, we, for the first time, provide a comprehensive overview and unified framework of the impact of poverty and low socioeconomic status (SES) on the brain and behaviour. While there are many studies on the impact of low SES on the brain (including cortex, hippocampus, amygdala, and even neurotransmitters) and behaviours (including educational attainment, language development, development of psychopathological disorders), prior studies did not integrate behavioural, educational, and neural findings in one framework. Here, we argue that the impact of poverty and low SES on the brain and behaviour are interrelated. Specifically, based on prior studies, due to a lack of resources, poverty and low SES are associated with poor nutrition, high levels of stress in caregivers and their children, and exposure to socio-environmental hazards. These psychological and physical injuries impact the normal development of several brain areas and neurotransmitters. Impaired functioning of the amygdala can lead to the development of psychopathological disorders, while impaired hippocampus and cortex functions are associated with a delay in learning and language development as well as poor academic performance. This in turn perpetuates poverty in children, leading to a vicious cycle of poverty and psychological/physical impairments. In addition to providing economic aid to economically disadvantaged families, interventions should aim to tackle neural abnormalities caused by poverty and low SES in early childhood. Importantly, acknowledging brain abnormalities due to poverty in early childhood can help increase economic equity. In the current study, we provide a comprehensive list of future studies to help understand the impact of poverty on the brain.

The impact of family socioeconomic status on depression in Chinese adolescents: A comparison of life course models

BackgroundLow socioeconomic status (SES) is a well-recognized risk factor for depression. However, the relationship between the timing of exposure to disadvantaged SES in childhood and depression in adolescence remains to be explored. We examined the differential influence of SES in early childhood, late childhood and adolescence on adolescent depression by modeling life course models. MethodsWe used longitudinal data from the China Family Panel Studies (N = 2245). SES was measured using average household income (objective SES) and maternal subjective SES and grouped into three time points: 5–8 years, 9–12 years, and 13–16 years of age. The main outcome was depression at 13–16 years of age. Structured linear regression analysis was used to predict depression by low SES over the three time periods. A partial F test was used to compare the nested life course models to the saturated model. ResultsAmong objective SES permutations, approximately 24.63 % of the adolescents had low SES in all periods, and 73.63 % had low SES in at least one period. Among subjective SES permutations, approximately 5.48 % of the adolescents had low SES in all periods, and 54.65 % had low SES in at least one period. Regardless of objective SES or subjective SES, the accumulation of risk (relaxed) model was the best-fit model. In this model, chronic low SES exposure in late childhood was the best predictor. ConclusionWe suggest that interventions targeting the late childhood period may have a practical effect on reducing depression in adolescents.

Does adolescent academic achievement predict future parenting?

AbstractThe effects of academic achievement may extend beyond economic success to influence social functioning, including future parenting. To evaluate whether adolescent academic achievement forecasts future parenting (both positive and negative) and the family home environment of parents. We used prospectively gathered intergenerational data from a population‐based birth cohort born in 1972/1973 in Dunedin, New Zealand, including data from Generation 1 (parents of the birth cohort), the birth cohort (Generation 2; G2), and G2's children (Generation 3). Adolescent academic achievement in G2 was used to predict observed and reported parenting outcomes when offspring (G3) were aged 3 years after controlling for a range of covariates, including G2's adolescent wellbeing, early childhood socioeconomic status (collected from G1), and G2's age at child's birth. We also evaluated 2‐way interactions between academic achievement and G2 parent sex, G3 child behaviour, and G2 adolescent wellbeing. Greater G2 academic achievement, net of controls, predicted more positive and less negative parenting (for mothers only), and a more positive home environment. For the home environment outcome, the effect of adolescent academic achievement was moderated by wellbeing. Adolescent academic achievement may positively influence parenting behaviour and the quality of the home environment.

Longitudinal associations between socioeconomic status and psychosocial problems in preschool children

Socioeconomic status (SES) at different points in a child’s lifetime may have different effects on health outcomes. This study aimed to examine longitudinal associations between SES and psychosocial problems in preschool children (n = 2509, Mage = 24.2 ± 1.3 months). The psychosocial problems of children were assessed using the Brief Infant–Toddler Social and Emotional Assessment at age 2 years and age 3 years and categorized as having yes/no psychosocial problems. Four groups of pattern of presence/absence of psychosocial problems between age 2 and 3 years were classified: (1) ‘no problems’, (2) ‘problems at age two’, (3) ‘problems at age three’, and (4) ‘continuing problems’. Five indicators of SES (i.e., maternal education level, single-parent family, unemployment, financial problems, and neighborhood SES) were evaluated. Results showed around one-fifth (2Y = 20.0%, 3Y = 16.0%) of children had psychosocial problems. Multinomial logistic regression models revealed low and middle maternal education levels were associated with ‘problems at age two’; low maternal education level and financial problems were associated with ‘problems at age three’; low and middle maternal education level, single-parent family, and unemployment were associated with ‘continuing problems’. No associations were observed between neighborhood SES and any pattern. Results suggest children in a lower SES, indicated by maternal education, single-parent family, and financial stress, had higher odds of developing and continuously having psychosocial problems in early childhood. These findings call for optimally timing interventions to reduce the impact of disadvantaged SES in early childhood on psychosocial health.

Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood.

Prior research has established steep socioeconomic status (SES) disparities in children's cognitive skills at kindergarten entry. Yet, few studies have had comprehensive, multi-informant data to examine SES-related differences in foundational social and emotional skills and executive function. The objective of the current study is to systematically examine SES-related differences in young children's executive function (EF), self-regulation skills, and behaviors. The current study analyzed data on 2,309 young children from the Early Learning Study at Harvard (ELS@H). Multi-method (direct-assessment and reports) and multi-informant (parents and early education and care educators) information on children's executive function, self-regulation skills, and internalizing, externalizing, and adaptive behaviors were used. A parametric framework employing Ordinary Least Squares (OLS) estimation was used to quantify the size of the SES-related differences in this set of children's foundational social-emotional skills. On average, there were differences of 0.24-0.45 SD for EF, 0.22-0.32 SD for self-regulation skills, and 0.27-0.54 SD for behaviors favoring children from the highest SES quartile of the distribution of SES relative to children from the lowest quartile. The SES-related differences were consistent across direct assessment, parent reports, and educator reports. Some differences were larger for older children relative to their younger counterparts. Findings indicate a need for comprehensive intervention efforts well before kindergarten entry aimed at closing early disparities in children's foundational social and emotional skills and executive function.

Household income and maternal education in early childhood and risk of overweight and obesity in late childhood: Findings from seven birth cohort studies in six high-income countries

Background/objectivesThis study analysed the relationship between early childhood socioeconomic status (SES) measured by maternal education and household income and the subsequent development of childhood overweight and obesity.Subjects/methodsData from seven population-representative prospective child cohorts in six high-income countries: United Kingdom, Australia, the Netherlands, Canada (one national cohort and one from the province of Quebec), USA, Sweden. Children were included at birth or within the first 2 years of life. Pooled estimates relate to a total of N = 26,565 included children. Overweight and obesity were defined using International Obesity Task Force (IOTF) cut-offs and measured in late childhood (8–11 years). Risk ratios (RRs) and pooled risk estimates were adjusted for potential confounders (maternal age, ethnicity, child sex). Slope Indexes of Inequality (SII) were estimated to quantify absolute inequality for maternal education and household income.ResultsPrevalence ranged from 15.0% overweight and 2.4% obese in the Swedish cohort to 37.6% overweight and 15.8% obese in the US cohort. Overall, across cohorts, social gradients were observed for risk of obesity for both low maternal education (pooled RR: 2.99, 95% CI: 2.07, 4.31) and low household income (pooled RR: 2.69, 95% CI: 1.68, 4.30); between-cohort heterogeneity ranged from negligible to moderate (p: 0.300 to < 0.001). The association between RRs of obesity by income was lowest in Sweden than in other cohorts.ConclusionsThere was a social gradient by maternal education on the risk of childhood obesity in all included cohorts. The SES associations measured by income were more heterogeneous and differed between Sweden versus the other national cohorts; these findings may be attributable to policy differences, including preschool policies, maternity leave, a ban on advertising to children, and universal free school meals.

Early-life activities mediate the association between family socioeconomic status in early childhood and physical fitness in early adolescence

The graded association between family socioeconomic status (SES) and physical fitness is evident, but little is known about the mechanism underlying this association. This study investigated the role of early-life activities as mediators of the longitudinal relationship between early-life SES and health-related physical fitness in 168 adolescents (51.2% boys; final mean age: 12.4 years old). In Wave 1 (2011–12), their parents completed questionnaires about family socioeconomic status (SES), parent–child activities, and child screen time. In Wave 2 (2014–15), participants’ physical activity levels were assessed through parent proxy-reports. In Wave 3 (2018–19), a direct assessment of handgrip strength, standing long-jump, and 6-min walk test (6MWT) performance was conducted. After controlling for demographic factors, results of mediation analyses revealed that (a) Wave 1 SES predicted Wave 3 long-jump and 6MWT performance; (b) child physical activity level in Wave 2 mediated the relation between Wave 1 SES and standing long-jump performance in Wave 3; and (c) recreational parent–child activities and child screen time in wave 1 mediated the relation between Wave 1 SES and 6MWT performance in Wave 3. Our findings suggest that the type and frequency of early-life activities play a role in the graded association between childhood SES and physical fitness in adolescence.

Childhood trauma and social resources moderate relationships between perceived discrimination and late‐life cognition in older African Americans

AbstractBackgroundPerceived discrimination (PD) is a common stressor for African Americans (AA) that has been linked to poorer cognition in old age, although factors that increase or decrease this association remain understudied. For example, a history of childhood trauma, for which African Americans are at greater risk, may affect later cognition by making individuals more stress reactive. In contrast, there may be other factors (e.g. socioeconomic status, access to cognitively stimulating resources) that buffer the negative association between PD and cognition. The purpose of this study was to examine these possible moderators of the association of PD with cognition in a sample of older AAs (n = 583),MethodData was obtained from the Minority Aging Research Study (MARS), a longitudinal, epidemiologic cohort study of cognitive decline and risk of AD in older (65+) AAs. Moderation analyses were conducted to identify the potential effects of childhood trauma and protective factors on the relationship between PD and cognition,ResultChildhood trauma, specifically greater parental violence, increased the negative association between PD and perceptual speed. Additionally, both early childhood socioeconomic status and access to resources that support cognitive activities throughout one’s life decreased the negative association between PD and both global cognition and working memory,ConclusionIn sum, experiencing childhood trauma significantly impacts the effects of PD on cognition in older AAs, representing a key target for interventions. Protective factors, particularly access to cognitively stimulating resources throughout one’s life, may represent an actionable target for promoting cognitive wellbeing in older AAs.

Early Childhood Socioeconomic Status and Cognitive and Adaptive Outcomes at the Transition to Adulthood: The Mediating Role of Gray Matter Development Across Five Scan Waves

BackgroundEarly low socioeconomic status (SES) is associated with poor outcomes in childhood, many of which endure into adulthood. It is critical to determine how early low SES relates to trajectories of brain development and whether these mediate relationships to poor outcomes. We use data from a unique 17-year longitudinal study with five waves of structural brain imaging to prospectively examine relationships between preschool SES and cognitive, social, academic, and psychiatric outcomes in early adulthood. MethodsChildren (n = 216, 50% female, 47.2% non-White) were recruited from a study of early onset depression and followed approximately annually. Family income-to-needs ratios (SES) were assessed when children were ages 3 to 5 years. Volumes of cortical gray and white matter and subcortical gray matter collected across five scan waves were processed using the FreeSurfer Longitudinal pipeline. When youth were ages 16+ years, cognitive function was assessed using the NIH Toolbox, and psychiatric diagnoses, high-risk behaviors, educational function, and social function were assessed using clinician administered and parent/youth report measures. ResultsLower preschool SES related to worse cognitive, high-risk, educational, and social outcomes (|standardized B| = 0.20–0.31, p values < .003). Lower SES was associated with overall lower cortical (standardized B = 0.12, p < .0001) and subcortical gray matter (standardized B = 0.17, p < .0001) volumes, as well as a shallower slope of subcortical gray matter growth over time (standardized B = 0.04, p = .012). Subcortical gray matter mediated the relationship of preschool SES to cognition and high-risk behaviors. ConclusionsThese novel longitudinal data underscore the key role of brain development in understanding the long-lasting relations of early low SES to outcomes in children.

Lifecourse socioeconomic changes and late-life cognition in a cohort of U.S.-born and U.S. immigrants: findings from the KHANDLE study

BackgroundLow socioeconomic status (SES) in early and late life has been associated with lower late-life cognition. Less is known about how changes in SES from childhood to late life are associated with late-life cognition, especially among diverse populations of older adults.MethodsIn a multi-ethnic sample (n = 1353) of older adults, we used linear regression to test associations of change in comprehensive measures of SES (financial, cultural, and social domains) from childhood to late life with semantic memory, episodic memory, and executive function. We tested whether the association between SES trajectory and late-life cognition differed by populations who resided in the U.S. during childhood or immigrated to the U.S. as adults.ResultsParticipants with low childhood/high late-life financial capital had better semantic memory (β = 0.18; 95% CI: 0.04, 0.32) versus those with low financial capital in both childhood and late life, regardless of childhood residence. We observed a significant interaction in the association of verbal episodic memory and cultural capital by childhood residence (p = 0.08). Participants with a foreign childhood residence had higher verbal episodic memory if they had low childhood/high late-life cultural capital (β = 0.32; 95% CI: 0.01, 0.63), but lower verbal episodic memory if they had high childhood/low late-life cultural capital (β = − 0.40; 95% CI: − 0.94, 0.13). Having high lifecourse social capital was associated with better verbal episodic memory scores among those with a U.S. childhood (β = 0.34; 95% CI: 0.14, 0.55), but lower verbal episodic memory among those with a foreign childhood (β = − 0.10; 95% CI: − 0.51, 0.31).ConclusionsHigh financial and cultural capital in late life is associated with better cognition, regardless of early childhood SES or childhood residence.

Cortisol and socioeconomic status in early childhood: A multidimensional assessment.

The hypothalamic-pituitary-adrenal (HPA) axis is sensitive to early life stress, with enduring consequences for biological stress vulnerability and health (Gunnar & Talge, 2008). Low socioeconomic status (SES) is associated with dysregulation of the stress hormone cortisol in early childhood. However, a mechanistic understanding of this association is lacking. Multidimensional assessment of both SES and cortisol is needed to characterize the intricate relations between SES and cortisol function in early childhood. We assessed parent-reported family income, parent education, occupational prestige, neighborhood risk, food insecurity, and household chaos for 12-month-old infants (N = 90) and 3.5-year-old children (N = 91). Hair cortisol concentration (HCC) was obtained from parent and child, indexing chronic biological stress, and diurnal salivary cortisol was measured in the children. Controlling for parent HCC, parent education uniquely predicted infant and child HCC and, in addition, neighborhood risk uniquely predicted infant HCC. Household chaos predicted bedtime salivary cortisol concentration (SCC) for both infants and children, and infant daily cortisol output. Food insecurity was associated with flattened cortisol slope in 3.5-year-old children. Parental sensitivity did not mediate relations between SES and cortisol. Results highlight the utility of SES measures that index unpredictable and unsafe contexts, such as neighborhood risk, food insecurity, and household chaos.

Effects of socioeconomic status in predicting reading outcomes for children: The mediation of spoken language network

The present longitudinal study investigated the effects of early childhood socioeconomic status on language-related resting-state functional connectivity and reading outcome in adolescence. Seventy-nine children participated in this study. Socioeconomic status was measured via parent questionnaire measuring parental education and family income at 1 month. At age 14, resting-state fMRI data and reading-related behavioral data of the children were collected. Resting-state functional connectivity (RSFC) analysis was performed based on four regions of interest, including the left inferior frontal gyrus (L.IFG), left anterior superior temporal gyrus (L.aSTG), left posterior superior temporal gyrus (L.pSTG) and right anterior superior temporal gyrus (R.aSTG). Significant associations were found between parental education and the language-related RSFC, including the RSFC of L.IFG-L.aSTG and the RSFC of L.aSTG-L.pSTG, while no association was found between family income and language-related RSFC. Furthermore, the parental education-associated functional connectivity patterns (i.e., L.IFG-L.aSTG and L.aSTG-L.pSTG) were found to be positively correlated with children’s reading skills (word list reading and sentence reading fluency). Finally, path analyses indicated that the intrinsic brain connectivity between L.aSTG and L.pSTG influenced the relationship between parental education and children’s reading outcomes.

Early life socioeconomic status associates with interleukin-6 responses to acute laboratory stress in adulthood

It is proposed that environmental exposures in early life influence immune programming. Specifically, socioeconomic disadvantage is thought to program an immune phenotype that is prone to inflammation and associated with increased risk for inflammatory disease later in life. Existing literature shows an inverse association of early childhood socioeconomic status (SES) with adult levels of systemic inflammation. Here, we extend that literature to examine whether early childhood SES also relates to the magnitude of inflammatory response to acute psychological stress in adulthood. Healthy volunteers (N = 110; 40–58 years; 59% female; 90% white) performed a laboratory stress protocol, with blood samples drawn at the end of a 30-min baseline, a 5-min speech task, and a 30-min recovery to assess interleukin (IL)-6 stress responses. An early childhood SES index was derived from reports of parental home and vehicle ownership, and number of bedrooms per child in the home across ages 1–2, 3–4, and 5–6. Regressions adjusted for current age, sex, race, and BMI showed that lower SES at age 1–2 was associated with larger IL-6 stress responses in adulthood (ΔR2 = 0.05, β = −0.24, p = .03). This association was independent of adult SES and task-evoked affective responses. No association was found between SES at ages 3–4 or 5–6 and IL-6 responses. These results provide initial evidence for a link between disadvantage in the first 2 years of life and heightened inflammatory response to stress in adulthood; this link may contribute to the increased disease risk that accompanies being raised in disadvantaged socioeconomic circumstances.

924. Socioeconomic Status in Early Childhood Predicts White Matter Integrity in Young Adulthood

Socioeconomic disadvantage confers higher risk for medical illness, psychiatric distress, and poor cognitive functioning (Gianaros, 2013). Changes in brain structure may be one mechanism linking low socioeconomic status (SES) to poor health outcomes (Ursache & Noble, 2016). Concurrent associations between SES and white matter microstructure have been reported in childhood (Ursache & Noble, 2016), late adolescence (Noble et al., 2013), and adulthood (Gianaros et al., 2013) in the cingulum, a pathway implicated in executive functioning and self-regulation. Longitudinal investigations are necessary to determine whether SES in early life can impact white matter microstructure later in development.

Obesity Among Young Adults in Developing Countries: A Systematic Overview.

This article discusses the overweight/obesity situation among young adults in developing countries. For this target population, obesity prevalence ranges from 2.3 to 12 %, and overweight is 28.8 %, mostly affecting females. Weight is now increasing during this life stage of transition at a higher rate, 1 kg/year, than in developed countries. Maternal factors and early childhood socioeconomic status are associated with BMI in young adults along with changing environmental and behavioural factors in some low and middle income countries, brought about by demographic and socioeconomic transitions. Young adults with ‘normal weight’ obesity need identification using other convenient low cost measures (skin folds or waist circumference) along with BMI. Obesity prevention or management interventions were not identified, but clearly needed to help stem the obesity pandemic. Young people generally give little priority to their future health, so such interventions need to be conducted at some optimal age, be innovative, country specific and culturally acceptable.

Wealth gradients in early childhood cognitive development in five Latin American countries.

Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.

Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries

Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.

Socio-economic status in early childhood and severe mental illness: an empirical investigation of Danish men born in 1981

Severe mental illnesses are often burdensome, as they have an early onset. This paper examines the relationship between socio-economic status (SES) in early childhood and the probability of developing schizophrenia, affective disorders and personality disorders. We use longitudinal register data on all Danish men born in 1981 and control for family factors one year before their birth. The results show that men born in low-income families are more likely to be hospitalized with affective disorders. Men born into families where the father was not employed at the child's birth are more likely to be hospitalized with schizophrenia or personality disorder than men born into families where the father was a wage earner. The relative differences in the predicted probabilities of developing mental illnesses are large when we compare children who grew up in families with average characteristics to children who grew up in families with low SES.

Early adversity and adult health outcomes

Adversity in childhood has effects on mental and physical health, not only in childhood but across the lifespan. A chief task of our research has been to define the pathways by which childhood experience has these surprising health outcomes, often decades later. The concept of allostatic load, which refers to dysregulations across major biological regulatory systems that have cumulative interacting adverse effects over time, provides a mechanism for understanding these relations and defining specific pathways. To chart these pathways, we examine early childhood socioeconomic status, family environment, and genetic predispositions as antecedents to socioemotional functioning/psychological distress; and neural responses to threat that have downstream effects on major stress regulatory systems, ultimately culminating in risks to mental and physical health outcomes. This integrative approach to investigating the impact of childhood experience on adult health outcomes illustrates the significance of multilevel integrative approaches to understanding developmental psychopathology more generally.

Early childhood socioeconomic status is associated with circulating interleukin-6 among mid-life adults

It is proposed that socioeconomic conditions in early childhood effect immune programming, with poorer conditions resulting in adult phenotypes that are prone to inflammation. Recent evidence supports this possibility, showing an inverse association of childhood SES with adult markers of systemic inflammation. In this study, we further investigate this association, extending prior studies to include an examination of multiple indices of SES across distinct periods of childhood. Subjects were 112 men and women, 40-60 years of age (88.6% Caucasian). Childhood SES was indexed by a composite of three indicators of parental wealth (parental home and vehicle ownership, and number of bedrooms per child in the family home) averaged across 2 year periods of childhood between 1 and 18 years old. Higher adult serum concentrations of interleukin (IL)-6 were associated with lower SES in early childhood (years 1-2) (β=-.05, p<.05), associations that were independent of adult age, personal income, educational attainment, gender, race, body mass index, and physical activity. These associations support recent suggestions that the early environment may program immune phenotypes that contribute to disease risk.