Dive Brief:
- University of Missouri education professor Keith Herman has found that young children who have lower levels of exposure to language are more likely to be behind, academically, in first grade and depressed by third grade.
- The MU News Bureau reports children who are behind in the early grades are likely to continue trailing further behind, which can lead to negative perceptions of self and symptoms of depression by third grade.
- Herman’s conclusions are based on data from 587 children and households in Hawaii, with assessments of language exposure at three years old, language skills in first grade and depressive symptoms in third grade.
Dive Insight:
This research will surely factor into policy efforts to expand access to early childhood education, though researchers have consistently pointed to the importance of the “birth to three” timeline, which often precedes contact with organized preschool. Schools, even if they develop preschool extensions, will still have to catch students up who spend their first few years falling behind.
Beyond helping students belatedly improve their language skills, schools can also address the related self-perception concerns that lead to depression. Social workers from Partnership With Children help New York City schools address mental health and other issues with students living in high-poverty neighborhoods. In Chicago, mindfulness techniques are being used to help students stay calm and focus. This attention to social-emotional needs on top of academics can pay off for schools on traditional metrics in addition to helping students prepare for life.