Centre for Health Information Research and Evaluation, College of Medicine, Swansea University, Singleton Park, Swansea, United Kingdom.
PLoS One. 2013 Aug 5;8(8):e70601. doi: 10.1371/journal.pone.0070601. Print 2013.
Frequent mobility has been linked to poorer educational attainment. We investigated the association between moving home and moving school frequently and the early childhood formal educational achievement. We carried out a cohort analysis of 121,422 children with anonymised linked records. Our exposure measures were: 1) the number of residential moves registered with a health care provider, and 2) number of school moves. Our outcome was the formal educational assessment at age 6-7. Binary regression modeling was used to examine residential moves within the three time periods: 0 - <1 year; 1 - <4 years and 4 - <6 years. School moves were examined from age 4 to age 6. We adjusted for demographics, residential moves at different times, school moves and birth related variables. Children who moved home frequently were more likely not to achieve in formal assessments compared with children not moving. Adjusted odds ratios were significant for 3 or more moves within the time period 1 -<4 years and for any number of residential moves within the time period 4-<6 years. There was a dose response relationship, with increased odds ratios with increased frequency of residential moves (2 or more moves at 4-<6 years, adjusted odds ratio 1.16 (1.03, 1.29). The most marked effect was seen with frequent school moves where 2 or more moves resulted in an adjusted odds ratio of 2.33 (1.82, 2.98). This is the first study to examine the relationship between residential and school moves in early childhood and the effect on educational attainment. Children experiencing frequent mobility may be disadvantaged and should be closely monitored. Additional educational support services should be afforded to children, particularly those who frequently change school, in order to help them achieve the expected educational standards.
频繁搬家与较差的教育程度有关。我们调查了频繁搬家和频繁转校与儿童早期正规教育成就之间的关系。我们对 121422 名具有匿名关联记录的儿童进行了队列分析。我们的暴露测量指标包括：1）向医疗保健提供者登记的住宅搬迁次数，以及 2）学校搬迁次数。我们的结果是 6-7 岁时的正规教育评估。二元回归模型用于研究三个时间段内的住宅搬迁：0-<1 年；1-<4 年和 4-<6 年。从 4 岁到 6 岁期间检查了学校的搬迁情况。我们根据人口统计学、不同时间的住宅搬迁、学校搬迁和与出生相关的变量进行了调整。与没有搬家的孩子相比，频繁搬家的孩子在正规评估中更有可能表现不佳。在 1-<4 年的时间段内有 3 次或更多次搬家，以及在 4-<6 年的时间段内有任何数量的住宅搬家，调整后的优势比均具有统计学意义。存在剂量反应关系，随着住宅搬迁频率的增加，优势比也随之增加（4-<6 年期间有 2 次或更多次搬迁，调整后的优势比为 1.16（1.03，1.29））。最明显的影响是频繁的学校搬迁，有 2 次或更多次搬迁的调整后优势比为 2.33（1.82，2.98）。这是第一项研究儿童早期住宅和学校搬迁与教育成就之间关系及其对教育成就的影响的研究。经历频繁搬家的儿童可能处于不利地位，应密切监测。应该为儿童，特别是那些经常换学校的儿童，提供额外的教育支持服务，以帮助他们达到预期的教育标准。
