Effects of multiple context and cumulative stress on urban children's adjustment in elementary school

Abstract

Using longitudinal data collected over 2 years on a sample of 2,745 urban elementary school children (1st-6th graders, ages 6-11 years) from economically disadvantaged communities, effects of stressful experiences within 3 contexts (school, family, neighborhood), cumulative stress, and multiple context stress on 3 indices of children's adjustment (achievement, depression, and aggression) were examined. All 3 stressor contexts were related contemporaneously and longitudinally to negative outcomes across adjustment measures, with differential paths in each predictive model. Cumulative stress was linearly related to increases in adjustment problems but multiple context stress was not related to problematic adjustment beyond effects of cumulative stress alone. The important influence of life events stress on children's adjustment in disadvantaged communities is discussed.