Francesca F Fiori , University of St Andrews
Studies of residential mobility over the life course have documented the high rate of residential mobility of families with young children. It is therefore crucial to understand the implications of moving home for children development. This study uses data on a cohort of children born in Scotland in 2004-05 (GUS-Growing Up in Scotland) and investigates the relationship between residential mobility and children outcomes throughout early and middle childhood. It asks the following research questions: a) Differences across developmental stages Does the relationship between residential mobility and children outcomes vary across the two developmental stage? Does mobility in early childhood has a cumulative effect on outcomes in middle childhood? b) Differences by type of moves Does the relationship between residential mobility and children outcomes vary depending on i) the reason for moving? ii) housing and local area characteristics before and after the move? c) Social disparities Are these effects explained by the socio-economic composition of movers? Does the relationship between residential mobility and child outcomes vary by parental social background? Moving home is a common experience among children from the GUS sample. Preliminary findings suggest that residential mobility is negatively associated with children’s cognitive outcomes, and more so with behavioural difficulties – both in early and middle childhood. However, effects change in sign and size for certain types of moves. Some of the observed effects can be explained by differences in the socio-economic composition of movers.
Presented in Session 114. Life Course influences on Children's Outcomes