Higher Socioeconomic Status Families Research Articles

Estimating population attributable risk fraction of determinants of pediatric obesity

ObjectivesChildhood obesity imposes a remarkable socio-economic and health-related burden, with an increasing worldwide trend. We aimed to assess the relationship between modifiable factors and obesity in Iranian children and adolescents along with to determine the population attributable risk fraction (PARF) for the risk factors of obesity in Iranian children and adolescents.MethodsThis is a nationwide cross-sectional study involving 14,400 school-aged students. In addition to physical examination, a self-administered questionnaire was completed to obtain the study variables including dietary behavior, physical activity, screen time, sleep duration, socioe-conomic status (SES), and passive smoking. Logistic regression models were applied to assess the relationship between modifiable risk factors and obesity. Population attributable risk fractions (PARFs) were used to estimate the prevalence of obesity if demonstrated modifiable risk factors would be removed.ResultsOf 14,400 recruited students, data on 12,153 subjects were analyzed in the current study. The mean (SD) age of participants was 12.3 (3.16) years, and 49.1% were female. Overall prevalence of obesity was 10.4%. In total, 33.2% of obesity in Iranian children and adolescents might be attributed to unhealthy dietary habits, moderate or high familial SES, body shape dissatisfaction, and prolonged screen time.ConclusionsConsidering the inherent limitations of the cross-sectional studies, our findings suggest that a notable proportion of obesity in children and adolescents might be attributable to unhealthy dietary habits, prolonged screen time as well as higher family SES. These findings may provide insights for planning and optimizing future obesity intervention endeavors.

Impact of family socio-economic status on the prognosis of heart transplantation in children

BackgroundLow family socio-economic status is a known factor that can contribute to increased mortality for patients with cardiovascular disease. However, in developing countries, the prognostic impact of socio-economic level on pediatric HTx is unclear.MethodsWe conducted a retrospective cohort analysis of children younger than 18 years who underwent heart transplantation (HTx) at our center from October 1, 2005, to May 31, 2023. To assess the impact of socio-economic status, we followed up with the discharged children until September 30, 2023, monitoring for all-cause mortality and unplanned readmission events. To evaluate the relationship between socio-economic status and prognosis, we assigned a composite score based on an assessment of household income, parental education level, and occupation. The Cox proportional hazards model and the Kaplan-Meier method were utilized for this analysis.Results64 children (median age at operation 14 years, IQR 13–15) were enrolled and one case died in hospital due to primary graft dysfunction, 63 (98.4%) children had a median follow-up of 60 months (IQR 5.9-113.9). During the follow-up period, 10 (15.9%) children died, and 20 (31.7%) children had 25 unplanned readmissions. Children had higher all-cause mortality and more unplanned readmissions in families with low socio-economic status (n = 33) than middle (n = 10) or high (n = 20) family socio-economic status. Hazard ratios were 5.99,(95%CI:2.28–10.64, P = 0.003) for all-cause mortality for low versus high family socio-economic status, and 2.53 (95%CI:1.04–9.43, P = 0.029) for middle versus high family socio-economic status.ConclusionsLower family socio-economic status is associated with a worse prognosis than high family socio-economic status. Measures to alleviate economic disparities are needed to improve the prognosis of pediatric HTx.

The impact of socioeconomic status on parental agency in family language policy for English language learning in China

ABSTRACT This study investigates how Chinese parents of different socioeconomic status (SES) exercise their agency in family language policies (FLP) for English language learning amid educational reforms and sociocultural dynamics. Drawing on Spolsky’s language policy framework and Bourdieu’s, concept of capital, this study analysed 40 interviews with parents from different regions of China. The findings reveal that parents’ ideologies, management strategies, and practices in children’s English learning at home vary across SES groups, influenced by differences in access to economic, social, cultural and linguistic capital. High-SES parents perceive English as vital for global opportunities and set ambitious educational goals, employing resource-intensive support to encourage early bilingualism. Conversely, low-SES parents, constrained by limited resources, prioritise English primarily for school success and locally-based careers and employ adaptive strategies. Practices across SES groups vary from immersive activities in high-SES families to more passive exposure and basic academic support in low-SES families. The study demonstrates that SES, mediated by capital, affects parental agency in FLP. By illustrating the disparities across SES groups, this study contributes to a broader discourse in FLP, demonstrating how parents manifest resilience and adaptability in optimising resources for language learning through dynamic interactions with macro- and micro-level contexts.

The development of preterm infants from low socio-economic status families: The combined effects of melatonin, autonomic nervous system maturation and psychosocial factors (ProMote): A study protocol.

Preterm births constitute a major public health issue and a chronic, cross-generational condition globally. Psychological and biological factors interact in a way that women from low socio-economic status (SES) are disproportionally affected by preterm delivery and at increased risk for the development of perinatal mental health problems. Low SES constitutes one of the most evident contributors to poor neurodevelopment of preterm infants. Maternal perinatal mental health disorders have persistent effects on behavioral and physiological functioning throughout the lifespan and may even be evident across generations. The overall objective of the proposed longitudinal, multi-disciplinary and multi-method study is to compare the association of psychosocial (maternal mental health, intersubjectivity, attachment, family functioning, dyadic coping and perceived social support), and biological factors (melatonin and heart rate variability) with preterm infants' development at 9 months (corrected age), between low and high SES families. We will collect data from preterm neonates (<37 weeks gestational age) hospitalized in the Department of Neonatology/Neonatal Intensive Care Unit of the University General Hospital of Heraklion, Greece, and their mothers. Data collection of psychosocial and biological factors will be carried out at birth, and at the corrected age of 6 and 9 months, while preterm infants' cognitive and social development will be assessed at 9 months corrected age. The findings of this study may highlight the need for early interventions for new mothers coming from low SES in order to promote their preterm infants' optimal early neurodevelopment and for community-evidence-based prevention efforts to restrict the cycle of health inequities and intergenerational mental disorders.

Does online education magnify educational inequalities? Evidence from the COVID-19 pandemic

Taking the closure of all primary and secondary schools in China at the start of the COVID-19 pandemic as a quasi-natural experiment, this paper examines the impact of online education on student academic performance and the role of family socioeconomic status (SES) in the K-12 online environment. We employ a difference-in-differences approach and find that online learning has a positive effect on the performance of previous high-achieving students and a negative effect on low-achieving students. Further, employing the difference-in-difference-in-differences method, we find that students from high-SES families improve their GPA by 0.464 points after distance learning relative to disadvantaged students, i.e., the gap between low and high SES performance widens by 16.7 %, and this effect is more pronounced among students in primary schools and in provinces where online education lasts longer. The mechanism analysis shows that high-SES families help their children make academic progress in online education by developing their children's academic locus of control, providing access to information and communication technology, and increasing study time.

Adaptive educational expectations: How do parental educational expectations respond to child academic performance in various family contexts?

Parental educational expectations are well-studied in sociology of education and social stratification and mobility, but most literature conceptualizes these expectations as static or considers how they change only at key educational junctures such as educational transitions. Whether parental educational expectations adapt to child academic performance more generally, and what might be the key theoretical components in adaptation, are not well-conceptualized or tested. To address these limitations, we posit and test the concept of adaptive educational expectations. Our concept encompasses three key propositions: adaptability – parental expectations adapt to child academic performance; relative responsiveness – the adaptive response of parental expectations to child performance is larger in magnitude than the responsiveness of child performance to parental expectations; and heterogeneity – the adaptability of parental expectations varies across family contexts. We test the concept using the case of China, the largest education system in the world, with analyses of longitudinal data from the China Education Panel Survey. Findings show that parental expectations are more adaptive to child performance in low-SES families than in high-SES families and in rural areas than in nonrural areas, but there is no difference in adaptability by child gender and sibship size. These findings indicate that the adaptation of educational expectations is more shaped by socioeconomic circumstances than family demographics. Furthermore, the use of this concept reveals a hidden form of educational inequality that prior literature often neglects: compared with high-SES parents, low-SES parents not only hold lower educational expectations but are more likely to decrease their expectations when child academic performance declines, which further reduces their educational involvement. These findings illustrate the relevance of all three features of the adaptive educational expectations concept.

Exploring the effect of family function on non-suicidal self-injury among Chinese adolescents in different family socioeconomic status.

Non-suicidal self-injury (NSSI) among adolescents represents an alarming public health concern worldwide. Both family function and family socioeconomic status (SES) were found to play important roles in adolescent NSSI engagement. However, the effects of family function on NSSI among adolescents in different family SES are not well evidenced. This study aimed to explore how family functions (adaptation, partnership, growth, affection, and resolve) affect NSSI among adolescents in different family SES levels. Data used in this study was derived from the Students' Mental Health Network Project (SMHN), a survey conducted among 8,872 pairs of adolescent-caregivers in a city in central China. Socio-demographic characteristics, family function, NSSI, adverse life events, and depressive symptoms were measured among adolescents. Family SES were generated from caregivers self-reported information using principal component analysis. Chi-square test and multivariate binary logistic regression analyses were adopted to analyze the effects of family function on NSSI. It revealed that 10.2% of adolescents reported engaging in NSSI in the past 12 months. Poor family function and high family SES were positively associated with NSSI. Partnership, both adaptation and affection, resolve were NSSI-protective factors for adolescents in low, middle, high family SES, respectively. Efforts to address NSSI should acknowledge the association between family function and NSSI among adolescents in different family SES levels.

High School Curricular Rigor and Cognitive Function among White Older Adults.

Most research on the strong relationship between education and cognitive aging has focused on years of schooling. Using data from the Wisconsin Longitudinal Study-a sample of White persons born in 1939-we explored whether greater curricular rigor in high school was also associated with better cognitive function in later life. We estimated multilevel structural equation models in data from 2,749 participants who attended 308 Wisconsin high schools, graduating in 1957. Independent of academic ability and performance and school-level financial and material resources, a more rigorous high school curriculum was associated with significantly better global cognitive functioning in 2020, when most participants were 81 years old. There was also a significant mediation via eventual degree attainment. The mediation was moderated such that men and participants from high socioeconomic status families benefited most from a rigorous curriculum. We discuss implications for modern educational policy.

Peran Status Sosial Ekonomi terhadap Performa Akademik dari Perspektif Peserta Didik di SMK Negeri 1 Tondano

This study aims to analyze the role of students' socioeconomic status on academic performance from the perspective of students at SMK Negeri 1 Tondano, especially in the subjects of Civic Education and Information and Communication Technology. So that it can provide insight for the development of more inclusive and equitable education policies at SMK Negeri 1 Tondano. The method used is qualitative with a case study approach, involving interviews, observation and documentation. Results show that students from high SES families have better access to educational resources and greater support, while students from low economic backgrounds face challenges that hinder their achievement. The research conclusion confirms the importance of considering socioeconomic well-being in designing education policies so that all students have equal opportunities to succeed.

School and Family Level Socioeconomic Status, School Connectedness and Health and Wellbeing Among 9–11 Year Olds: Cross Sectional Analysis of the Student Health and Wellbeing Survey in Wales

Schools are important social institutions which play a role in reducing and amplifying inequalities, including health inequalities. A growing evidence base indicates that school and family socioeconomic status (SES) interact to create positive and negative health outcomes, with ‘benefits’ of attending a higher SES school greatest for children from higher SES families. School connectedness is an increasingly studied mechanism, or set of mechanisms, for improving health and reducing health inequalities. Studies on interactions of school and family SES and on school connectedness have to date focused mainly on secondary schools. This paper presents multilevel analyses of survey data from 17,000 primary school children in Wales, aged 9–11 years. It finds that school and family SES are independently associated with health behaviours and mental health and wellbeing outcomes, and interact, with ‘benefits’ of attending a higher SES school greatest for children from higher SES families. Exceptions include some risk behaviours, most common among children from higher SES families in lower SES schools. School connectedness was associated with most outcomes, with some variations between components of school connectedness. Interactions were consistent with greater benefit of attending a higher SES school for children from higher SES families in relation to peer environment, but not for other aspects of school connectedness. Better understanding mechanisms via which family SES may be amplified or attenuated by school characteristics is vital in informing intervention to reduce health inequalities. This paper provides some evidence that school connectedness may be an important target mechanism for interventions to improve health and reduce inequalities.

Role of Impulsivity in Explaining Social Gradient in Youth Tobacco Use Initiation: Does Race Matter?

Socioeconomic status (SES) is traditionally viewed as a protective factor against impulsivity and subsequent tobacco use in youth. The prevailing model suggests that higher SES is associated with lower impulsivity, which in turn reduces the likelihood of future tobacco use. However, this pathway may not hold uniformly across racial groups due to differences in impulsivity and the phenomenon of Minorities' Diminished Returns (MDRs), where the protective effects of SES, such as educational attainment, tend to be weaker or even reversed for Black youth compared to their White counterparts. This study aims to examine the racial heterogeneity in the pathway from childhood SES to impulsivity and subsequent tobacco use initiation during adolescence, focusing on differences between Black and White youth. Data were drawn from the Adolescent Brain Cognitive Development (ABCD) Study, which includes a diverse sample of youth aged 9 to 16 years. The analysis examined the relationship between baseline family SES (age 9), impulsivity (age 9), and subsequent tobacco use (ages 9 to 16). Impulsivity was measured using the Urgency, Premeditation (lack of), Perseverance (lack of), Sensation Seeking, and Positive Urgency Impulsive Behavior Scale (UPPS-P). Structural equation modeling (SEM) was employed, with analyses stratified by race to explore potential differences in these associations. Overall, 6,161 non-Latino White and 1,775 non-Latino Black adolescents entered our analysis. In the full sample, higher family SES was linked to lower childhood impulsivity and, consequently, less tobacco uses in adolescence. However, racial differences emerged upon stratification. Among White youth, higher SES was associated with lower impulsivity, leading to reduced tobacco use, consistent with the expected model. In contrast, among Black youth, higher SES was not associated with lower impulsivity, thereby disrupting the protective effect of SES on tobacco use through this pathway. These findings suggest that racial heterogeneity exists in the SES-impulsivity-tobacco use pathway, aligning with the MDRs framework, which highlights how structural factors may weaken the protective effects of high SES among Black youth. These findings underscore the importance of considering racial heterogeneity in the relationships between SES, impulsivity, and tobacco use. The observed disparities suggest a need for targeted interventions that address the unique challenges faced by Black youth, who may not experience the same protective benefits of high SES as their White peers. These results carry significant implications for public health strategies aimed at reducing tobacco use in racially diverse populations.

Effects of outdoor activity time, screen time, and family socioeconomic status on physical health of preschool children.

Experienced 3 years of pandemic-induced home life, in the post-epidemic period, preschoolers in China are falling short of the World Health Organization's standards for screen time and outdoor activities. This notably impacts their physical well-being. The study aims to probe the associations between screen time, outdoor activities, and the physical health of preschoolers, offering insights to shape interventions targeting myopia and obesity prevention in children. A cross-sectional study was conducted in Guangdong Province, involving a representative sample of 23,992 preschoolers and their caregivers recruited through proportional stratified cluster sampling. Data collection utilized the Chinese Early Human Capability Index (CHeHCI, eHCi), a questionnaire on children's media use in daily family life, and Body Mass Index (BMI). Linear regression and binary logistic regression models were employed to analyze the impact of screen time and outdoor activity duration on the physical health of preschoolers. In the high family socioeconomic status (SES) group, children had significantly less screen time compared to those in the medium and low SES groups. Outdoor activity time varied significantly based on SES, with higher SES linked to extended outdoor engagement. Additionally, children's eHCi health dimension score exhibited significant SES-related differences, showcasing higher scores for children in higher SES groups. In terms of gender differences, boys dedicated significantly more time to outdoor activities than girls, yet boys had a notably higher overweight rate. Furthermore, girls demonstrated better health outcomes based on eHCi health scores. A significant association emerged between overweight and screen time in children with high SES, indicating that prolonged screen time was linked to a higher likelihood of overweight based on BMI. Additionally, a substantial negative correlation was observed between children's eHCi health dimension score and screen time. Furthermore, children's outdoor activity time exhibited a significant positive correlation with eHCi health dimension score. Regression analysis revealed that screen time could significantly negatively predict children's physical health score, while outdoor activity time could significantly positively predict children's eHCi physical health score. The current study highlights that family SES, age, and gender play pivotal roles in influencing preschoolers' screen time and outdoor activity duration, with family SES being particularly influential. Higher family SES correlates with reduced screen time, increased outdoor activity, and elevated health levels among children. Importantly, children's screen time negatively predicts their health status, while outdoor time positively predicts their health status.

Moderation effects of teacher support and disciplinary climate on SES and reading relation in high and low globally competitive economies

We examined how teacher support and disciplinary climate may have additional benefits for students from low (or high) socioeconomic status (SES) families in high and low globally competitive economies. Multilevel regression analyses on 184102 students from 6397 schools from diversified globally competitive economies in the Programme for International Student Assessment (PISA) showed that: (a) students in high SES families benefited more in reading in higher than lower globally competitive economies; (b) greater teacher support improved reading in high than low globally competitive economies; (c) teacher support would alleviate the negative impact of low SES on reading; and (d) a positive disciplinary climate enhances reading performance in both high and low globally competitive economies, with SES effects being more pronounced in schools with a positive disciplinary climate, especially in low globally competitive economies. Practical implications, limitations, and future research directions are discussed.

Of the importance to reconsider individual variability in infant studies: Family traits do impact turn-taking perception in 6-month-olds.

Turn-taking is a universal pattern of human conversations characterized by a fast exchange of turns between speakers and an avoidance of overlaps. Language is embedded in this conversational skill acquired well before it during infancy, through everyday interactions with caregivers. The earliness of this skill and its link with language allows us to test whether social environment shapes early language development. We therefore study turn-taking perception of 6-month-old infants by measuring their gazes during video presentation of three different conversational situations where the turn is explicitly given, normally taken or taken with an overlap. We studied 51 infants to cover several family and infant characteristics: infants' sex, presence of siblings, and family socioeconomic status (SES). We found that infants looked more at the second speaker when she overlapped the first speaker than in the other situations, but not all infants were equally sensitive. Indeed, infants from high-SES families reacted differently to the three situations, while infants from the two lower SES categories did not. Also, only singletons reacted differently by looking more at the second speaker after the overlapping and turn-giving situations, and not after the turn-taking situation. Our results emphasize the importance of early social experiences on language development.

Family socioeconomic status and adolescent substance use: The role of parent-adolescent brain similarity and parental monitoring.

Greater neural similarity between parents and adolescents may reduce adolescent substance use. Among 70 parent-adolescent dyads, we tested a longitudinal path model in which family economic environment is related to adolescent substance use, directly and indirectly through parent-adolescent neural similarity and parental monitoring. Neural similarity was measured as parent-adolescent pattern similarity in functional brain connectivity at Time 1. Parents reported socioeconomic status and parental monitoring at Time 1. Adolescents reported parental monitoring at Time 1 and substance use at Time 2. Higher family socioeconomic status was associated with greater neural similarity. Greater neural similarity was associated with lower adolescent substance use, mediated through greater adolescent-perceived parental monitoring. Parent-adolescent neural similarity may attenuate adolescent substance use by bolstering parental monitoring. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Are migrants a threat? Migrant children and human capital investments among local households in urban China

The educational spillovers of migrant children in receiving areas have drawn widespread attention in countries undergoing massive internal migration. Yet few studies have explored how migrant students affect the decision-making process of native households. This study examines the effects and underlying mechanisms of internal migrant children on human capital investments among local households in urban China. Leveraging the random student-classroom assignment within middle schools, we find that migrant peer composition has a significant positive impact on local households’ spending on their children’s education, especially out-of-school education expenditure. These positive effects are more pronounced among local students who are male, in the ninth grade, and come from high socioeconomic status families. The results of our mechanism analysis suggest that the presence of migrant children leads local parents to overestimate their children’s academic performance and raises concerns about potential adverse effects on their children’s educational outcomes. However, we have not found compelling evidence indicating that migrant classmates significantly affect local students’ learning environment, emotional well-being, and actual academic achievements. Our study contributes to the ongoing debate on the educational inclusion of internal migrant children in China and similar contexts, highlighting the importance of addressing the biased beliefs of local households over migrants.

Poor air quality at school and educational inequality by family socioeconomic status in Italy

This paper investigates social stratification in the context of poor air quality's impact on educational achievement in Italy, a country characterized by high levels of air pollution and significant geographical diversity. We address two primary questions: firstly, whether students from different socio-economic backgrounds vary in their exposure to high levels of particulate matter (PM2.5) at school, and secondly, if the effect of exposure to poor air quality on academic performance differs between children from high and low socio-economic status families. Utilizing a novel dataset comprising test scores in math and reading for 456,508 8th-grade students, collected nationally in Italy in 2019, we geocode the locations of 6882 schools based on their addresses and link the level of air pollution in the surrounding areas using PM2.5 data from the Atmospheric Composition Analysis Group. To address potential confounding factors, we estimate municipality and province fixed effects and control for indicators of school neighborhood characteristics and school quality. Our analysis yields three key findings. Firstly, students from higher socio-economic backgrounds tend to attend schools with higher PM2.5 levels. However, the positive association between SES and exposure to PM2.5 disappears when adding province and municipality fixed effects, suggesting that the positive association can be explained by selection into provinces and municipalities by SES. Secondly, we identify a small yet consistent negative effect of PM2.5 on math and reading test scores. Thirdly, this adverse impact is primarily observed among students from low socio-economic backgrounds. We conclude that the relationship between environmental risks and disparities in educational achievement based on social background in Italy is nuanced and critically influenced by the country's specific context.

Perceived Social Mobility and Smartphone Dependence in University Students: The Roles of Hope and Family Socioeconomic Status.

Drawing upon the cognitive-behavioral model of pathological Internet use (PIU) and tunnel effect, this study aimed to construct a moderated mediation model from the perspective of social ecology. Specifically, the model investigated the relationship between perceived social mobility and smartphone dependence, with a focus on the mediating role of hope and the moderating effect of family socioeconomic status (SES) underlying this relationship. A cross-sectional study was conducted with 718 Chinese university students (Mage = 19.19, 70.2% female) from Beijing, Henan, and Tianjin, who anonymously filled out the Perceptions of Socioeconomic Mobility Scale, Mobile Phone Addiction Index Scale, Openness to the Future Scale, and family socioeconomic status questionnaire. Preliminary data analysis was executed using SPSS 22.0, and the moderated mediation effect was tested using the latent moderated structural equations approach in Mplus 8.3. The results showed that (a) less perceived social mobility was linked with greater smartphone dependence; (b) hope mediated the aforementioned relationship; and (c) family SES moderated the first-stage path of the indirect effect through hope. For university students with low (rather than high) family SES, their level of hope increased with the improvement of perceived social mobility, and in turn, that of smartphone dependence decreased. These findings suggest that positive perceptions of upward social class mobility and hopeful attitudes toward future opportunities and personal development among disadvantaged university students may alleviate their reliance on smartphones. Researchers and policymakers should pay attention to the role of individuals' perceptions of the macro environment in motivating specific risky behaviors among university students. Future interventions are essential to mitigate pessimistic environmental perceptions and foster a sense of hope among university students.

Age at peak height velocity in Polish adolescents: Effect of socioeconomic factors.

Age at peak height velocity (APHV) is an indicator of maturity timing which is applicable to both sexes, and which is influenced by environmental factors. The objective of this study was to assess variation in APHV associated with several indicators of socioeconomic status (SES) in a longitudinal sample of Polish adolescents. The sample included 739 boys born in 1983 and followed annually from 12 to 16 years, and 597 girls born in 1985 and followed annually from 9 to 13 years. The height records were fitted with the SITAR model to estimate APHV. SES was estimated using principal component analysis of indicators of familial status based on parental education, family size, living conditions and household possessions. Statistical analyses included analysis of variance (one-way for general SES and three-way for parental education and family size) and Tukey post-hoc tests for unequal samples. General SES (p <.001) and family size (p < .05) significantly influenced APHV among boys, while only maternal education (p < .05) significantly influenced APHV among girls. Among youth from families of higher SES, as defined by the respective indicators, APHV was attained significantly earlier, on average, than in peers from families of lower SES. Overall, the results showed a sex-dependent effect of SES on APHV, and highlighted the influence of favorable socioeconomic conditions for optimal growth and maturation during adolescence.

The influence of socio-economic status on child temperament and psychological symptom profiles.

The influence of socio-economic status (SES) on child temperament and psychological symptoms was examined using a nationally representative sample in Singapore. Data were available for 2169 children from 1987 families. Caregivers' reports were obtained on children aged 4-6. SES was operationalized as an aggregation of household income per capita, parental education level and housing type. Compared to their counterparts from higher SES families, children from low-SES families tended to exhibit (a) higher negative affectivity but lower effortful control, and (b) higher internalizing and externalizing symptoms. In addition, children with a 'resilient' temperamental profile (i.e. low negative affectivity and high effortful control) were more likely to come from families with much higher SES, relative to children with other profiles. Children with high internalizing symptoms tended to come from low-SES backgrounds, regardless of their externalizing symptoms. Among children with low internalizing symptoms, those with high externalizing symptoms came from lower SES backgrounds compared to those with low externalizing symptoms. Parental warmth and distress mediated the association between SES and child temperament and symptom profiles, with the exception of distress in the SES-temperament link. These findings supported the family stress model and highlighted the novel perspective of SES's influence on configurations of child temperament and symptom characteristics.