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Socioeconomic and health factors associated with kindergarten retention in A ustralian children
Author(s) -
Wong Evelyn,
Steele Emily,
Johnson Shae,
Proimos Jenny,
Batterham Angela,
Nolan Terry,
Waters Elizabeth
Publication year - 2016
Publication title -
journal of paediatrics and child health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.631
H-Index - 76
eISSN - 1440-1754
pISSN - 1034-4810
DOI - 10.1111/jpc.13014
Subject(s) - medicine , socioeconomic status , odds ratio , confidence interval , disadvantaged , logistic regression , demography , odds , indigenous , pediatrics , gerontology , population , environmental health , ecology , pathology , sociology , biology , political science , law
Aim We aimed to identify key socioeconomic and health factors that are associated with a child's likelihood of being retained in kindergarten prior to commencing first year of school in A ustralian children. Methods We used data linked from the S chool E ntrant H ealth Q uestionnaire administered to children commencing school in 2012 ( N = 42 002). Kindergarten retention here is defined by children accessing a second year of funded kindergarten prior to commencing school. We used logistic regression analysis to estimate the strength of associations between a range of socioeconomic and health factors to the likelihood of kindergarten retention. Results Of the 25 289 children included in our analysis, 903 (3.6%) had a second year of funded kindergarten prior to commencing school. In comparison, 1680 children out of 42 002 in the K inder‐ S chool E ntrant H ealth Q uestionnaire dataset had a second year of funded kindergarten (4.0%). From our final regression model, the highest association was found in children whose parents reported a history of speech and language difficulties (odds ratio 2.25, 95% confidence interval (1.91–2.66)) (adjusting for a range of demographic, health and developmental factors). Similarly, children from an indigenous background were twice as likely to be retained in kindergarten compared with those with a non‐indigenous background (odds ratio 2.06 (1.17–3.64)). Conclusion This analysis adds to the evidence base that children who are more socially disadvantaged as well as children with health difficulties, particularly speech and language difficulties, are more likely to be retained in kindergarten.