Clusters of Difficulties Experienced by Mothers During Their Children’s Transition to Elementary School

A child’s transition into elementary school is a significant shift for families, and this important milestone can be associated with difficulties for many mothers. Accordingly, this study aims to identify clusters of difficulties experienced by mothers during their children’s school transition, and to explore these experiences by ethnicity, language proficiency, area-level socioeconomic status, and duration of difficulties experienced, to understand how social and cultural factors may influence mothers’ experiences and identify groups who may benefit from additional support. Data from 5,708 mothers participating in a longitudinal birth cohort study were analyzed using two cluster analysis methods, each revealing three and four different clusters of mothers. The first method clustered mothers’ difficulties into attachment-focused concerns, adaptation-focused concerns, and children’s school adjustment concerns. The second method clustered them into maternal socio-emotional concerns, specific needs, transition support, and school adjustment. Significant differences were observed across clusters by ethnicity, language proficiency, and duration of difficulties experienced. This study underscores the need for support programs and parent-school collaboration that address mothers’ difficulties during their children’s transition to elementary school.