Developmental vulnerability in children from culturally and linguistically diverse backgrounds in Western Australia: a population-based study.

Abstract

Background: Early childhood developmental adversities have long-term effects on educational and overall health outcomes. However, the developmental outcomes of children from culturally and linguistically diverse (CALD) backgrounds remain unclear. This study aimed to investigate the association between having a CALD backgrounds and developmental vulnerability in Western Australia.

Methods: We conducted a retrospective population-based cohort study using data from the Australian Early Development Censuses, Midwives Notification System, and Hospital Morbidity Data Collections. Developmental vulnerability was defined as domain scores < 10th percentile in five Australian Early Development Censuses domains. Covariate-adjusted logistic regression, incorporating propensity score weighting, was applied, and the population attributable risk calculations results were informed.

Results: Among 10,048 CALD children and 49,877 non-CALD children, 23.7% [95% confidence interval (CI) 22.9, 24.5%] of CALD children experienced developmental vulnerability in one or more Australian Early Development Censuses domain(s) (DV1) compared with 19.6% (95% CI 19.3, 20.0%) of non-CALD children. Adjusted analyses revealed that CALD children had 23% greater odds of DV1 [odds ratio (OR) 1.23; 95% CI 1.16, 1.31] and developmental vulnerability in two or more Australian Early Development Censuses domains (DV2) (OR 1.23; 95% CI 1.13, 1.33). CALD children had more than twice the odds of vulnerability in terms of communication skills and general knowledge (OR 2.16; 95% CI 1.99, 2.34) and 37% greater odds in language and cognitive skills (school-based) (OR 1.37; 95% CI 1.25, 1.51). The population attributable risk was 3.77% for DV1, 3.67% for DV2, 5.90% for language and cognitive skills (school-based), and 16.24% for communication skills and general knowledge.

Conclusions: This study revealed a greater developmental vulnerability burden among CALD children than among their non-CALD peers, particularly in the domains of communication skills and general knowledge. Strengthening culturally responsive policies, enhancing early childhood support programs, and ensuring equitable access to educational resources for children from CALD backgrounds may help reduce developmental disparities and promote long-term educational outcomes.