Do Excessive School Absences Link to Children's Social-Behavioral Development and Executive Functioning?

项目总结 尽管有大量研究将旷课与孩子的学业成绩联系起来，但令人惊讶的是， 关于缺席是否以及如何与儿童的社交行为参与有关的研究很少。 和行政职能。然而，与缺课相关的发育问题，如 与同龄人和成年人的疏离感增加，参与当前和未来的危险行为，以及更少的长期 长期经济机会。这些负面影响对弱势群体来说甚至更强烈。我们的 研究将填补这些知识空白，并成为首批使用具有全国代表性的数据进行评估的研究之一 旷课与儿童社会行为发展和执行力的关系 在小学阶段发挥作用。我们的建议意义重大，因为我们不仅将确定如何 旷课与这些技能的发展有关，但我们也将确定：(A)哪所学校和 课堂政策和做法与旷课有关；及(B)考虑各年级之间的这些联系- 级别。在这样做的过程中，这项提案的结果将为哪些可能的目标提供更好的洞察力 被认为是为了解决发育衰退和社会行为风险。 为此，我们解决了以下四个研究目标：目标1：确定课堂和学校政策和 与较低的缺勤率和行为参与度相关的做法和家庭属性 以及幼儿园的行政职能。目标2：检查旷工和孩子们 幼儿园的行为投入与执行功能。目标3：确定谁面临的风险最大 幼儿园旷课的结果。目标4：评估趋势、相关性和 缺课的结果在幼儿园和五年级之间有所不同。 我们依赖于2010-2011幼儿园班级幼儿纵向研究的数据。这些数据 提供有关儿童发展各个领域的广泛信息 上小学了。这些数据的一个关键优势将是关于儿童、家庭、 教师和学校，这将允许更稳健的估计，因为我们可以控制混杂因素到 程度是以前不可能的。另一个好处是，样本中包括了一个非常多样化的群体 孩子们的生活。综上所述，我们努力确定影响儿童缺课和他们的社会- 行为和执行功能，特别是对弱势群体来说，意味着我们的结果可以帮助 政策制定者将学校政策作为目标，并制定新的举措来解决这一公共卫生问题。

PROJECT SUMMARY Despite a great body of research linking school absences with children’s academic achievement, surprisingly little is established about whether and how absences may be linked to children’s social-behavioral engagement and executive functioning. However, there are developmental concerns associated with missing school, such as increased alienation from peers and adults, engagement in current and future risky behaviors, and fewer long- term economic opportunities. These negative ramifications are even stronger for vulnerable populations. Our research will fill in these gaps in knowledge and be one of the first to use nationally representative data to assess the associations between school absenteeism and children’s social-behavior development and executive functioning during the elementary school years. Our proposal is significant because we will not only identify how absenteeism correlates to the development of these skills, but we will also determine: (a) which school and classroom policies and practices are linked with absenteeism; and (b) consider these associations across grade- levels. In doing so, the results from this proposal will provide greater insight on which possible targets should be considered to address developmental decline and social-behavioral risks. To this end, we address the following four research aims: Aim 1: Identify classroom and school policies and practices and family attributes that are associated with lower levels of absenteeism and behavioral engagement and executive functioning in kindergarten. Aim 2: Examine the associations between absenteeism and children’s behavioral engagement and executive functioning in kindergarten. Aim 3: Determine who is at greatest risk as a result of school absenteeism in kindergarten. Aim 4: Assess the extent to which the trends, correlates, and outcomes of school absences change between kindergarten and fifth grade. We rely on data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. These data provide extensive information on various domains of children’s development as they progress through elementary school. A key advantage of these data will be the breadth of information on children, families, teachers, and schools, which will permit for more robust estimates, as we can control for confounders to an extent not possible previously. An additional advantage is that the sample includes a remarkably diverse group of children. Taken together, our effort to identify factors that shape children’s school absences and their social- behavior and executive functioning, particularly for vulnerable populations, means that our results can help policymakers target school policies and develop new initiatives to address this public health issue.