Child Indicators Research最新文献

{"title":"Factors Associated with Changes in Capability-Wellbeing for Children and Young People of Secondary School Age During the First COVID-19 Lockdown.","authors":"Isabella Floredin, Samantha Husbands, Jessica Hancock, Paul M Mitchell, Joanna Coast, Emma Frew, Peymane Adab, Marie Murphy, Joanne Clarke, Miranda Pallan, Tim J Peters","doi":"10.1007/s12187-025-10294-y","DOIUrl":"10.1007/s12187-025-10294-y","url":null,"abstract":"<p><p>Concerns about the effects of the COVID-19 lockdown restrictions on children's and young people's wellbeing have been reported, but information about changes in wellbeing in terms of capabilities is limited. This study explores factors associated with changes in capability-wellbeing of children and young people during the first UK lockdown in March 2020. Data from an online survey of 687 participants aged 11-15 years was analysed using a staged logistic regression approach. Associations were explored between 25 potential explanatory variables across four groups (i. sociodemographic characteristics; ii. schooling and learning; iii. living situation; iv. other activities) and seven capability-wellbeing outcomes (safety and security; talking and support; having fun; achievement; relationships with: people I live with; family I don't live with; friends). Odds ratios, 95% confidence intervals and p-values were used to identify independent associations. Several variables were associated with changes in capability-wellbeing from approximately 85% of the survey sample. Negative changes were associated with older age, girls, white-British ethnicity and owning no or one vehicle. Deprivation was associated with both negative and positive effects. Activities associated with negative change were more time watching TV and no time spent reading, learning new skills, playing games, and relaxing with household. Time spent talking to friends on social media was associated with both positive and negative changes. This study provides the first analysis of factors associated with changes in capability-wellbeing for children and young people during the first UK COVID-19 lockdown, identifying groups that may benefit from additional support in similar future contexts.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12187-025-10294-y.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"19 1","pages":"87-111"},"PeriodicalIF":2.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12876456/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146143784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Subjective Well-Being of 10-and-11-year Old Foster Children in Wales: Relationships and Their Interconnectedness with Places, Possessions and Activities.","authors":"Colette McAuley, Donald Forrester, Sally Holland, Dawn Mannay, Josie Keam, Jennifer Lyttleton-Smith","doi":"10.1007/s12187-026-10381-8","DOIUrl":"10.1007/s12187-026-10381-8","url":null,"abstract":"&lt;p&gt;&lt;p&gt;More than one per cent of Welsh children are in public care, the majority of whom are aged 5-15 years and living in foster care. Well-being is at the heart of the Social Services and Well-Being (Wales) Act 2014. Under the Act, services are mandated to support the well-being of those they work with, including children who are in out-of-home care. The views of the children on what matters to their well-being are understood to be central to decisions about their care. International advances in researching child well-being has led to an understanding of the central importance of children's subjective well-being. Subjective well-being is how the person evaluates their life and is based on whatever criteria they use to categorise what is most important in their own lives. When well-being is defined by children, the issues identified can often be very different to those that services, professionals or carers focus upon. Understanding children's subjective well-being necessitates an exploration of what children feel is important to them in their daily lives. Quantitative and qualitative studies on children's subjective well-being have increased substantially over the past decade. Most have concentrated on children in the general population, with few studies having focused specifically on children in special circumstances. There has been a gap in Wales in exploring the subjective well-being of children in out-of-home care through a qualitative approach. Such an approach would engage the children in direct face-to-face interviews to more fully explore the children's own conceptualisation of well-being. This paper describes a qualitative study in Wales, using creative methods to engage younger children. An international Children's Understandings of Well-Being Protocol, predominantly used with children in the general population, was adapted for use with children living in foster care. Twenty-six children from four Local Authorities in Wales volunteered to take part. They were aged 10-11 years and living in stable foster care and participated in multiple research sessions. The children were asked to map the people, places, possessions and activities which they viewed as important to their well-being. This paper concentrates on the children's responses and their rationalisations. Relationships were found to be central to the children's conceptualisation of well-being which aligns with earlier research with schoolchildren of similar age. However, these children were negotiating a much more complex set of family and wider relationships. From the children's accounts, places, possessions and activities all contribute to the building and maintenance of relationships which are of importance to their well-being. Relational practices and the mechanisms to support and enhance them have been elucidated by the detailed children's responses. The findings are considered from the point of view of contemporary sociological understandings of the family and childhood. Th","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"19 4","pages":"2267-2294"},"PeriodicalIF":2.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13570910/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148963975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Neighborhood Resources that Shape Children's Well-Being: A Systematic Literature Review.","authors":"Julia Steenwegen, Donna de Maat, Nicole Lucassen, Mathieu Gielen, Michelle Achterberg, Annabel Vreeker, Marije Kesselring, Joyce Weeland","doi":"10.1007/s12187-026-10362-x","DOIUrl":"10.1007/s12187-026-10362-x","url":null,"abstract":"<p><p>Children's well-being is partly shaped by the neighborhoods in which they grow up. While past research has focused predominantly on deficits in disadvantaged neighborhoods, this systematic review catalogues neighborhood resources that positively influence children's well-being, adopting a strengths-based, interdisciplinary perspective. Drawing on 32 empirical studies across disciplines including psychology, sociology, health, and urban planning, this review explores which social, physical, and institutional neighborhood resources support children aged 6-12 years, as well as when and how. Findings reveal that social cohesion, perceived safety, peer relationships, and adult support enhance emotional and social well-being. Physical resources such as parks, green spaces, and walkable infrastructure foster physical activity and life satisfaction, while institutional supports, including libraries, after-school programs, and community centers, contribute to subjective well-being and academic engagement. The review highlights the importance of context: effects vary by age, gender, socioeconomic background, and cultural setting. Mediators such as lower parenting stress, neighborhood satisfaction, and family resilience elucidate the mechanisms through which neighborhood resources affect well-being. Notably, participatory and qualitative research underscores children's own perspectives and agency, revealing valued but often overlooked informal neighborhood features. This review calls for equity-oriented, transdisciplinary approaches that integrate children's voices and foster neighborhood environments as active supports for well-being and development.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s12187-026-10362-x.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"19 4","pages":"1975-2013"},"PeriodicalIF":2.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13570818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148963987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations of Perceived School and Year Group Climate with Mental Health Among Children Aged 7-to-11 Years.","authors":"Caitlyn Donaldson, Kelly Morgan, Safia Ouerghi, James J Lewis, Graham Moore","doi":"10.1007/s12187-024-10213-7","DOIUrl":"https://doi.org/10.1007/s12187-024-10213-7","url":null,"abstract":"<p><p>Schools are an important setting for interventions to improve mental health. There is growing evidence that school climate - sometimes expressed as the perceptions that children have about the relationships, safety, values, and beliefs within their school - can impact child mental health. Poor child mental health is associated with feelings of distress as well deficits in functioning. However, while most studies have focused on school climate, climate at lower levels of nesting, including year group, may be important. Cross-sectional data on emotional and behavioural difficulties from 32,606 children in primary schools in Wales (ages 7-11, year groups 3-6) were collected via a school survey, delivered online and within the classroom environment to all children who consented, and analysed using multilevel modelling. Models were then extended to consider how aggregated measures of year group and school climate are associated with mental health outcomes. The unadjusted variance partition coefficients (VPCs) indicated that 2.8% of the variance in emotional difficulties and 3.2% in behavioural difficulties were attributable to differences in the year group, while school-level differences represented 2.4% and 3.5%, respectively. More positive year group and school climate were associated with more positive mental health outcomes. School and year group climate are independently associated with primary school children's mental health. Interventions to support mental health should aim to optimise the whole school climate, as well as climate within year group clusters.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12187-024-10213-7.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"18 2","pages":"885-904"},"PeriodicalIF":2.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11906510/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers and Enablers to Data-Based Decision Making in Australian Place-Based Community Initiatives: A Qualitative Study Informed by the COM-B Model and Theoretical Domains Framework","authors":"Karen Villanueva, Ruth Beatson, Olivia Hilton, Wan Yi Lee, Caitlin Macmillan, Carly Molloy, Shauna Sherker, Sharon Goldfeld","doi":"10.1007/s12187-024-10170-1","DOIUrl":"https://doi.org/10.1007/s12187-024-10170-1","url":null,"abstract":"<p>This study investigated barriers and enablers to collecting, reporting, and using data and evidence-based lead indicators in decision-making. Four Australian place-based initiatives (PBI) focused on improving child health and reducing inequities participated. Eight interviews with PBI leaders revealed barriers and enablers aligned with all three Capability, Opportunity, and Motivation factors of the COM-B model of behaviour. Difficulties sharing data across services and with the PBI was a main barrier. Enablers were largely related to opportunity factors (e.g., data access) and demonstrating to service providers the benefits to families. Interventions targeting multiple barriers and enablers are needed for consistent, routine use of lead indicators.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"3 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142251769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Who Can Make Burned-Out Students Feel Better and Self-efficient? Latent Profiles of Student Burnout and Its Association to Personal and Social Resources Among Polish and Turkish Early Adolescents","authors":"Katarzyna Tomaszek, Agnieszka Muchacka-Cymerman, Ayşe Aypay, Fatma Altınsoy","doi":"10.1007/s12187-024-10169-8","DOIUrl":"https://doi.org/10.1007/s12187-024-10169-8","url":null,"abstract":"<p>In recent years, the study demands-resources model (SD-R) has received significant attention as a comprehensive framework that identifies school burnout antecedents and adverse consequences. Our main study aim was to identify school burnout profiles among early adolescents and examine the associated personal and social resources. A cross-sectional study collected data from Polish and Turkish youths (<i>N</i> = 959,57.1% from Poland) through a paper-pencil and online survey measuring four school burnout dimensions, personal resources and social resources. 27 Three school burnout profiles were identified: (Profile 1) Highly Burned-out Students (14.8%), (Profile 2) Slightly Burned-out Students (63.5%), (Profile 3) Unburned-out Students (21.7%). Students from Profile 1 scored significantly lower in social and personal resource. The membership in Profile 2 was predicted by worse relationships with important adults (parents, teachers), and lower self-esteem compared to Profile 3. Our findings confirmed that school burnout symptoms are experienced (even slightly) by a relatively high number of youths.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"17 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142251821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children Do Care: Novel Findings from Colombia and Mexico","authors":"Verónica Amarante, Gerardo Escaroz, Carlos Galian, Monica Rubio","doi":"10.1007/s12187-024-10177-8","DOIUrl":"https://doi.org/10.1007/s12187-024-10177-8","url":null,"abstract":"<p>In Latin America, where social protection systems are weak and early childhood education services have limited coverage, the burden of care often falls heavily on families. This situation not only impacts women's labor trajectories but also affects children who take on caregiving roles, an understudied phenomenon with potential long-term consequences. This study examines the caregiving dynamics of children aged 12 to 18 in Colombia and Mexico, using recent time-use surveys to analyze their contribution to unpaid family care and its potential consequences. Our methodology involves comparative analysis of time-use data from Colombia (2016) and Mexico (2019), focusing on children's participation in care activities, the types of care provided, and the time allocated to these tasks. We employ econometric models to investigate the determinants of care provision and its effects on children's educational and personal development outcomes. Our results reveal that children aged 12 to 18 bear a significant portion of the care burden in both countries, with participation rates of 6.6% in Colombia and 18.8% in Mexico. Gender imbalances are pronounced, with girls taking on more intensive care tasks. The provision of care is associated with lower school attendance, reduced study time, and decreased leisure activities. These findings highlight the need for public policies that address the defamiliarization of care in Latin America to mitigate the potential long-term impacts on children's life trajectories. Based on these results, we discuss the implications for public policies aimed at alleviating the care burden on children and adolescents. The study contributes to the debate on how to balance young people's involvement in care tasks with their educational and personal development, considering the context of the countries studied and the challenges in breaking cycles of intergenerational inequality.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142251819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescent Hope: An Exploratory Investigation of Individual and Family Correlates by Racial/Ethnic Groups","authors":"Ashley M. Fraser, Crystal I. Bryce, Anna S. Calley, Julie A. Button, Adam A. Rogers","doi":"10.1007/s12187-024-10173-y","DOIUrl":"https://doi.org/10.1007/s12187-024-10173-y","url":null,"abstract":"<p>In thirty years of valuable research on adolescent hope, factors like race/ethnicity, social class, and family context have not been adequately considered or integrated. The present study used an exploratory, intersectional approach to explore hope levels and correlates across individual (i.e., age, sex) and family (i.e., income, structure, mother/father hope, mother/father relationship quality) characteristics in four racial/ethnic groups through a cross-sectional design (national U.S. convenience sample recruited through online survey platform, <i>n</i> = 444; 46% female; fairly even distribution across 12- to 17-years old; 39% Black, 38% White, 14% Latinx, 9% Asian). Hope was high overall (<i>M</i> &gt; 4 on 6-point scale). Age differences emerged across racial/ethnic groups, with White and Latinx youth showing lower hope in late compared to early adolescence whereas Black youth showed less variability. Asian youth showed lowest hope levels at age fourteen. Black and Latinx girls had significantly lower hope levels compared to boys. Sex differences were not found for White adolescents. Parent-reported household income and adolescent-reported perception of family financial stability related differently to adolescent hope levels in different racial/ethnic groups. Family structure (e.g., parents together, divorced) showed no significant relations with adolescent hope level in any group. Mother and father hope level and relationship quality with adolescent were generally positively related to higher adolescent hope, though nuanced differences emerged within racial/ethnic groups. Findings may prompt scholars conducting hope research and interventions to tailor their approach to specific adolescent populations in the U.S., with explicit consideration of context across race/ethnicity.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"7 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Review of Children’s Psychological Well-Being from a Eudaimonic Perspective: a Narrative Synthesis","authors":"Phadiel Hoosen, Shazly Savahl, Sabirah Adams, Ferran Casas","doi":"10.1007/s12187-024-10174-x","DOIUrl":"https://doi.org/10.1007/s12187-024-10174-x","url":null,"abstract":"<p>Understanding children’s psychological well-being (PWB) from a eudaimonic perspective is crucial given its impact on children’s overall well-being and quality of life. This perspective denotes PWB as the realisation of one’s true potential and attaining meaningful goals that lead to personal growth and fulfilment. Despite the recent increasing interest in children’s PWB, there is limited literature in this area. This may be due to the abstract nature of eudaimonic concepts, which are challenging to operationalise and measure, leading to less empirical attention. Using a systematic review, we synthesised existing empirical studies on children’s PWB from a eudaimonic perspective. We identified 32 quantitative articles, which presented in four different categories, namely validation studies, predictors and correlates of PWB, descriptive studies, and intervention studies. Most studies used Ryff’s (<i>Journal of Personality and Social Psychology, 57</i>, 1069–1081, 1989) theoretical model of PWB and her PWB Scale, and were conducted in high-income countries. Future research should prioritise conducting studies in diverse socio-economic and cultural contexts to ensure a comprehensive understanding of children’s PWB. By expanding geographic and socio-economic representation, and including longitudinal studies, we can develop more effective and inclusive interventions and policies that cater to the needs of children globally.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"44 1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sense of Belonging in Early Childhood: A Study in an Early Childhood Education Center in Türkiye","authors":"Hacer Tekerci, Fırat Çöplü","doi":"10.1007/s12187-024-10171-0","DOIUrl":"https://doi.org/10.1007/s12187-024-10171-0","url":null,"abstract":"<p>The aim of this study was to provide a multidimensional perspective on the attachment of children who were identified as different and maladaptive in their classrooms in a preschool education institution in the Mediterranean region of Türkiye. The study was carried out by collecting qualitative and quantitative data with triangulation method. Within the scope of the study, interviews were conducted with the teachers, the mothers of children, and the children; four girls and three boys, the youngest of whom was 58 months old and the oldest of whom was 74 months old. In addition, the Belonging Scale was applied to the children and observations were conducted by the researchers. As a result of the research, it was found that the weakest structures in children's perceptions of belonging were at the level of attachment to friends and family. The qualitative data supported the findings that the quality of children's relationships with their peers, siblings and mothers were effective on children's emotional state, and children showed complaint and violence behaviour patterns as conflict resolution strategies. In addition, it can be stated that teachers lack knowledge and understanding of the pedagogy of belonging and that children cannot gain conflict resolution and independence skills.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"4 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}