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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >Aboriginal Status and Neighborhood Income Inequality Moderate the Relationship between School Absenteeism and Early Childhood Development
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Aboriginal Status and Neighborhood Income Inequality Moderate the Relationship between School Absenteeism and Early Childhood Development

机译：原住民地位和邻里收入不平等制约了学校旷工与幼儿发展之间的关系

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摘要

The negative impact of school absenteeism on children’s academic performance has been documented in the educational literature, yet few studies have used validated development indicators, or investigated individual and neighborhood characteristics to illuminate potential moderating factors. Using cross-sectional Early Development Instrument (EDI) panel data (2001–2005) we constructed multilevel linear and logistic regression models to examine the association between school absenteeism and early childhood development, moderated by Aboriginal status, length of school absence, neighborhood-level income inequality, and children’s sex assigned at birth. Our study included 3572 children aged four to eight in 56 residential neighborhoods in Saskatoon, Canada. Results indicated that Aboriginal children missing an average number of school days (3.63 days) had significantly lower EDI scores compared to non-Aboriginal children, controlling for individual and neighborhood factors. As school absenteeism lengthened, the gap in EDI scores between Aboriginal and non-Aboriginal children narrowed, becoming non-significant for absences greater than two weeks. Children with long-term school absence (>4 weeks of school), living in neighborhoods of low income inequality, had significantly better physical and social development scores compared to children from medium or high income inequality neighborhoods. Across all EDI domains, girls living in neighborhoods with low income inequality had significantly better EDI scores than boys in similar neighborhoods; however, sex-differences in EDI scores were not apparent for children residing in high income inequality neighborhoods. Results add to the literature by demonstrating differences in the relationship between school absenteeism and early developmental outcomes moderated by Aboriginal status, length of school absence, neighborhood income inequality, and sex assigned at birth. These moderating factors show that differential approaches are necessary when implementing policies and programs aimed at improving school attendance.
机译：教育文献中记录了学校旷工对儿童学习成绩的负面影响，但很少有研究使用经过验证的发展指标，或调查个人和邻里特征来阐明潜在的调节因素。我们使用横截面的早期发展工具（EDI）面板数据（2001-2005年），构建了多层次的线性和逻辑回归模型，以检验旷工与儿童早期发育之间的关联，并以原住民身份，上学时间的长短，邻里级为准收入不平等，以及孩子出生时的性别。我们的研究包括加拿大萨斯卡通的56个居民区中的3572名4至8岁的儿童。结果表明，与非原住民儿童相比，平均缺勤上学天数（3.63天）的原住民儿童EDI得分要低得多，控制了个人和邻里因素。随着学校旷工时间的延长，原住民和非原住民儿童之间的EDI得分差距逐渐缩小，缺勤时间超过两周变得不那么重要。与来自中等或高收入不平等社区的儿童相比，生活在收入不平等程度较低的社区的长期失学儿童（上学时间> 4周）具有显着更好的身体和社会发展得分。在所有EDI领域中，生活在收入不平等程度较低的社区中的女孩的EDI得分均明显高于类似社区中的男孩；但是，对于居住在高收入不平等社区中的儿童，EDI得分的性别差异并不明显。通过证明学校旷工与早期发展成果之间的关系的差异，这些结果被文献添加了，这些差异由原住民身份，上学时间的长短，邻里收入不平等以及出生时的性别决定。这些缓和因素表明，在实施旨在提高入学率的政策和计划时，必须采用不同的方法。

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