Prior research has linked moving during childhood with adverse educational and behavioral adjustment outcomes, with the disruptive nature of moving cited as the underlying factor¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Researchers have found detriments to children's educational, behavioral, and adjustment outcomes among low-income families that move relative to those who do not, and the disruptive nature of moving (e.g., interference with activities and routines) is often cited as the underlying factor. → Roy 2014

Evidence¶

Roy 2014¶

Roy, A. L., McCoy, D. C., & Raver, C. C. (2014). Instability Versus Quality: Residential Mobility, Neighborhood Poverty, and Children's Self-Regulation. Developmental Psychology. https://doi.org/10.1037/a0036984

q2 · i? · associational · r2

Background literature cited in the article's introduction, reported as the article attributes it (citing Adam, 2004; Adam & Chase-Lansdale, 2002; Astone & McLanahan, 1994). The article notes moves often occur in response to parental transitions that can be positive or negative for children. No effect sizes are printed, so impact is null.

"The disruptive nature of moving (e.g., interference with activities and routines) is often cited as the factor underlying its influence on children (Adam, 2004)."

Discussion¶

Learner Variables¶

• Adverse Experiences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The relationship between residential mobility and fifth-grade teacher-reported dysregulation is moderated by both origin and destination neighborhood poverty, with moves out of low-poverty or into high-poverty neighborhoods detrimental and moves out of high-poverty or into low-poverty neighborhoods beneficial — related
• Experiencing a residential move during early or middle childhood is associated with greater teacher-reported cognitive and behavioral dysregulation in fifth grade among low-income children — a narrower finding that bears on this claim
• A recent school move or a single move shows no evidence of relation to children's academic or social functioning — reports the opposite
• Prior experimental housing mobility interventions (Gautreaux Project and Moving to Opportunity) linked moving from higher-poverty to lower-poverty areas with benefits in children's education, behavioral, and health outcomes — related
• Adverse childhood experiences create toxic stress that impairs attention, learning, and behavior, and school responses can magnify or buffer the harm — related
• Trauma exposure is widespread among school students and is associated with adverse cognitive, academic, behavioral, and socioemotional outcomes — related
• Prolonged or overwhelming stress disrupts self-regulation development by physically changing brain wiring toward emotional reactivity — related
• Changes in family income and household structure predict higher odds of two or more school moves in elementary school, while family factors are not linked to a recent or single move — related
• Experiencing a residential move during early or middle childhood is associated with greater cognitive dysregulation (slower Hearts and Flowers response latency) in fifth grade among low-income children — a narrower finding that bears on this claim
• Neighborhood context is a transient ecological setting, with many families moving between neighborhood disadvantage quintiles during childhood — related
• A recent reanalysis of Moving to Opportunity data found positive program impacts on girls' mental health and behavior were related to length of time spent exposed to low-poverty neighborhoods — related
• Community violence detrimentally impacts youth and communities, motivating a well-founded educational response — related
• Movement in and out of social and economic exposure (mobility) across childhood has implications for educational and cognitive outcomes, with upward and downward changes differing in benefit and risk — related
• Most longitudinal studies of childhood social and economic circumstances find evidence that temporality (duration, timing, or mobility of exposure) relates to educational and cognitive outcomes — related