Oak Ridge Associated Universities, Oak Ridge Institute for Science and Education, Oak Ridge, TN.
US Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, Office of Epidemiology and Research, Rockville, MD.
J Dev Behav Pediatr. 2018 Jul/Aug;39(6):497-507. doi: 10.1097/DBP.0000000000000559.
Flourishing reflects positive mental health and thriving and is important for children's development and well-being. Few national studies of flourishing among school-aged children exist. Exposure to socioeconomic disadvantage is negatively associated with social and health outcomes, including flourishing. This analysis describes independent associations of the child, family, school, and neighborhood factors with flourishing, which we hypothesized may contribute to sociodemographic disparities.
Data from the 2011-2012 National Survey of Children's Health were used to examine parental perception of flourishing among school-aged children (6-17 years of age; n = 59,362). Flourishing was defined as curiosity about learning, resilience, and self-regulation. Unadjusted and adjusted associations between sociodemographic, child, family, school and neighborhood factors and flourishing were explored using χ tests and sequential logistic regression models.
Overall, 48.4% of school-aged children were perceived by parents to be flourishing. There were significant sociodemographic disparities with non-Hispanic black children (37.4%) and those below the federal poverty level (37.9%) among the least likely to flourish. After adjustment, sex, race/ethnicity, parent education, child's age, physical activity, special health care needs status, adequate sleep, adverse childhood experiences, family meals, hours of television watched, extracurricular activities, school safety, neighborhood safety, neighborhood support, and presence of amenities were significantly associated with flourishing (p < 0.05). Disparities by poverty level and household structure were no longer significant.
Addressing factors associated with parent-perceived flourishing including child, family, school and neighborhood factors such as physical activity, adequate sleep, and school/neighborhood safety may promote flourishing and reduce disparities.
繁荣反映了积极的心理健康和茁壮成长,对儿童的发展和福祉很重要。很少有关于学龄儿童繁荣的全国性研究。接触社会经济劣势与社会和健康结果呈负相关,包括繁荣。本分析描述了儿童、家庭、学校和社区因素与繁荣的独立关联,我们假设这些因素可能导致社会人口差异。
使用 2011-2012 年全国儿童健康调查的数据,研究了学龄儿童(6-17 岁;n=59362)父母对繁荣的看法。繁荣被定义为对学习、适应力和自我调节的好奇心。使用 χ 检验和序贯逻辑回归模型,探讨了社会人口统计学、儿童、家庭、学校和社区因素与繁荣之间的未调整和调整关联。
总体而言,有 48.4%的学龄儿童被父母认为是繁荣的。非西班牙裔黑人儿童(37.4%)和低于联邦贫困线的儿童(37.9%)最不可能繁荣,存在显著的社会人口差异。调整后,性别、种族/族裔、父母教育程度、儿童年龄、体育活动、特殊医疗保健需求状况、充足睡眠、不良童年经历、家庭用餐、看电视时间、课外活动、学校安全、社区安全、社区支持和设施的存在与繁荣显著相关(p<0.05)。贫困水平和家庭结构的差异不再显著。
解决与父母感知繁荣相关的因素,包括身体活动、充足睡眠和学校/社区安全等儿童、家庭、学校和社区因素,可能会促进繁荣并减少差异。