Educational Adversities Among Children With Distinct Multidimensional Profiles of Early Childhood Developmental Vulnerability

Population assessments of early childhood development at school entry can inform school-based strategies to maximise all children’s healthy development and learning. However, limited research has considered multidimensional patterns of early functioning across a comprehensive set of developmental indicators, in relation to educational outcomes. In a population-based sample of Australian students ( n > 33,000), this study examined longitudinal associations between multidimensional profiles of developmental vulnerabilities (derived from latent class analysis of Kindergarten teacher-reported indicators) and multiple educational adversities (poor numeracy and reading achievement at Years 3 and 5, and out-of-school suspension between Years 3 and 6). Children represented in three early developmental “risk” classes (together comprising approximately 20% of students) were more likely to experience the three educational adversities than their peers without developmental vulnerabilities, but with different patterns (magnitudes) of association between specific risk classes and outcomes. Findings signify opportunities for tailored provision of school-based academic, social-emotional, and behavioural supports according to early childhood multidimensional risk profiles, with the aim of reducing later educational adversities.