Premium
Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood
Author(s) -
Smart Diana,
Youssef George J.,
Sanson Ann,
Prior Margot,
Toumbourou John W.,
Olsson Craig A.
Publication year - 2017
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12150
Subject(s) - psychology , developmental psychology , reading (process) , linguistics , philosophy
Background Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well‐being in both the short and longer terms. Aims The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. Sample Data were drawn from a life‐course longitudinal study of psychosocial development, the Australian Temperament Project. Methods Parent and teacher reports and a standard reading test were used to define four groups of children at 7–8 years: RDs only; BPs only; both problems; and neither problem. These groups were followed forward to ascertain educational attainment and employment status at 19–20 and 23–24 years. Results Each childhood problem was a unique risk for poorer educational and occupational outcomes, with co‐occurring problems significantly increasing the risk of poorer educational outcomes. Further analyses revealed that the effects of childhood BPs on occupational status were mediated by secondary school non‐completion, but childhood RDs were not. Conclusions The findings point to the importance of screening and early intervention to prevent or minimize the development of these two childhood problems, as well as continuing to support vulnerable children to increase their likelihood of secondary school completion.