Long-term poverty but not family instability affects children's cognitive development

21 April 2011

Children from homes that experience persistent poverty are more likely to have their cognitive development affected than children in better off homes, researchers at the Institute of Education have found.

Family instability, however, makes no additional difference to how a child's cognitive abilities have progressed by the age of five, after controlling for family poverty, family demographics (e.g. parental education and mother's age) and early child characteristics, they say in a forthcoming issue of the Journal of Epidemiology and Community Health.

There is much evidence of the negative effects of both poverty and family instability on child development, particularly persistent poverty and adverse living conditions. Poverty and family instability are linked as poverty affects families economically and socially and can increase the risk of relationship break-ups. 

However, less is known about their relative impact on children's cognitive functioning.
Researchers, from the IOE and the Institute of Psychiatry at Kings College London studied data collected for the Millennium Cohort Study (MCS), a survey of 18,819 babies born between September 2000 and January 2002 into 18,553 families living in the UK. The study was funded by the Nuffield Foundation.

Data were collected from parents through personal interviews and self-completion questionnaires and direct assessment of children's cognitive ability. In 2006, at the age of five years, 15,246 families took part in the survey, which gave the researchers complete data on cognitive assessments for 14,682 children including complete data on all relevant measures for 8,874 children and their mothers.

The three IOE researchers, Professor Ingrid Schoon, Dr Elizabeth Jones and Dr Helen Cheng and their Kings College colleague, Dr Barbara Maughan, looked at family poverty, family transitions, family demographics, and housing conditions – assessed when the child was nine months, three years, and five years old -- and their impact on children's cognitive ability (measured using the British Ability Scales at age five; the test scores were standardized to a mean of 50 and a standard deviation of 10).

Analysis of the results showed that most families (62.1%) were identified as not being poor at any of the three assessment time points, and 13% of families experienced persisting poverty.

Most parents were stably married (56.6%), and about a tenth were either continuously cohabiting with the same partner (12.7%) or continuously single (7.8%).

Just under a quarter of mothers who cohabited when their child was aged nine months were married at age 5 (usually to the biological father). In addition, about 10% of the single mothers had entered marriage by 2006.

Children growing up in stable two-parent families showed higher levels of cognitive ability than those in one-parent families or those who experienced a change in living arrangements.  By contrast, children exposed to ongoing poverty scored seven points less in the naming vocabulary test (part of the cognitive assessments) than those who had never experienced poverty.

Analysis showed that there was no significant association between family structure/family instability and cognitive ability after allowing for child characteristics, family poverty and family demographics such as parental education and mother's age.

Overall, the researchers found there was a strong and significant negative effect of persistent income poverty on a child's cognitive functioning at the age of five. They concluded: "Persistent poverty is a crucial risk factor undermining children's cognitive development – more so than family instability."

 

Editors Notes:

Contact:
Professor Ingrid Schoon, Institute of Education, University of London, UK
Tel: +44 (0) 207 612 6238
Email: i.schoon@ioe.ac.uk

[Family hardship, family instability, and cognitive development. Online First, Journal of  Epidemiology and Community Health 2011; doi:10.1136/jech.2010.121228] Click here to view the paper in full:
http://press.psprings.co.uk/jech/april/jech121228.pdf

The Institute of Education is a college of the University of London that specialises in education and related areas of social science and professional practice. In the most recent Research Assessment Exercise two-thirds of the publications that the IOE submitted were judged to be internationally significant and over a third were judged to be "world leading". The Institute was recognised by Ofsted in 2010 for its "high quality" initial teacher training programmes that inspire its students "to want to be outstanding teachers". The IOE is a member of the 1994 group, which brings together 19 internationally renowned, research-intensive universities.