Evelyn S Tan, Bryce D McLeod, Robyn A Mildon, Aron Shlonsky, Cheryl K F Seah, Keri McCrickerd, Esther Goh, Gayatri Kembhavi
Assessing the effectiveness and implementation of a universal classroom-based set of educator practices to improve preschool children's social-emotional outcomes: Protocol for a cluster randomized controlled type 2 hybrid trial in Singapore
PloS one
substantial evidence confirming children begin school strong developmental skills tend maintain positive academic trajectories across elementary school years much less known children begin school poorer developmental competencies yet go achieve academically par initially competent peers demonstrating academic resilience study used large population dataset longitudinal study australian children n 2118 identify children demonstrated academic resilience school entry third grade child parenting school characteristics associated resilience findings show two five children initially identified academically vulnerable school entry measure language cognitive skills classified academically resilient grade 3 multivariate analysis higher attentional regulation receptive vocabulary skills key factors associated academic resilience reading numeracy along paternal consistency reading resilience fewer sleep problems numeracy resilience bivariate relations anovas showed resilient children compared children remained vulnerable also showed fewer peer problems fewer behavioral sleep problems higher levels parenting consistency lower levels parenting anger mothers fathers higher levels parental engagement childrens school higher levels teacher selfefficacy supporting resilient pathways children identified vulnerable school entry include particular focus vocabulary development attentional regulation along social skills peer relationships schoolbased parental engagement positive parenting support