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School Socioeconomic Status Context and Social Adjustment in Children

Parker, Philip; Sanders, Taren; Anders, Jacob; Shure, Nikki; Jerrim, John; Noetel, Michael; Parker, Rhiannon; ... Marsh, Herb; + view all (2022) School Socioeconomic Status Context and Social Adjustment in Children. Developmental Psychology (In press).

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Abstract

Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school’s socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4 to 8-year-olds (N=9369; 51% Boys), we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covariates. Results showed that children from more advantaged schools are more likely to have better prosocial behavior and fewer peer and conduct problems. An interaction between family and school average SES status suggested that this association was only present for children from lower SES backgrounds.

Type: Article
Title: School Socioeconomic Status Context and Social Adjustment in Children
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: social adjustment; assimilation effects; socioeconomic status; school context
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education
UCL
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10153245
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