Mothers’ Early-Life Adversity Linked to Lower Numeration and Math Skills in Children
A new study sheds light on the long-reaching consequences of childhood adversity, indicating that maternal experiences of adversity during their early years can significantly affect their children’s kindergarten math skills. A study published in the Child Abuse and Neglect Journal highlights the importance of early intervention to mitigate the adverse effects of adversity on children’s academic performance.
Background
Childhood adversity has long been associated with negative outcomes in health and academic achievement later in life. Poor mathematical skills, in particular, have been identified as a risk factor for physical and mental health issues, unemployment, and even incarceration. This has led researchers to investigate whether math achievement could serve as a key factor linking childhood adversity to later life functioning. While it has been well-documented that children’s own experiences of adversity can impact their academic performance, the study aimed to explore the influence of adversity faced by mothers during their childhood and adulthood on their children’s kindergarten math skills.
Objective
The primary objective of the study was to determine whether childhood adversity experienced by children directly and by their mothers in their own early years or adulthood had any relationship with the math skills of kindergarten-aged children.
Participants and Methods
A total of 91 mothers participated in the study, completing the Assessment of Parent and Child Adversity questionnaire. Additionally, their kindergartners underwent the KeyMath-3 Diagnostic Assessment to evaluate their math skills.
Results
The findings of the study indicated that maternal childhood adversity, rather than adversity experienced in adulthood, was significantly linked to lower numeration and addition/subtraction abilities in their kindergarten-aged children. Specifically, maternal childhood adversity had a negative association with children’s numeration (β = −0.27) and addition/subtraction abilities (β = −0.25). It was observed that maternal childhood maltreatment and other forms of adversity collectively influenced their child’s numeration skills. However, the prevalence of direct adversity experienced by children was low and did not show any significant correlation with their kindergarten math skills.
Conclusions
This research underscores the enduring impact of childhood adversity, especially when experienced by mothers in their own early years, on their children’s math skills as early as kindergarten. The study suggests that early-life adversity is transmitted across generations, potentially affecting the educational outcomes of the next generation. As a result, early intervention programs and support for mothers who have experienced early-life adversity may prove crucial in ensuring that children start school on an equal footing and have a better chance of academic success.
These findings provide valuable insights into the complex interplay of adversity, maternal experiences, and childhood development, emphasizing the need for a holistic approach to addressing the challenges faced by at-risk children and their families.