Children of different backgrounds in Ireland show developmental gap from age of three, study finds

When it came to their education and cognitive development, the researchers pointed to a “socio-economic gap” in children as young as three. File photo

A gap in developmental and academic outcomes for children from different backgrounds in Ireland is visible “as early as age three and widens through the school years,” a major new study has found.

Researchers at UCD said that to overcome these disadvantages, the Government must invest in social infrastructure such as safer neighbourhoods, accessible sports facilities, and affordable childcare.

“Furthermore, the evidence points to an urgent need to strengthen school-based mental health supports, particularly for adolescent girls, and to address the challenges emerging from the new digital landscape,” they said.

Commissioned by the Department of Children, the research draws on a systematic review of evidence from the Growing Up In Ireland study, which gathers data on children here on a long-term basis as they grow up.

UCD academics Kaat Philippe, Seaneen Sloan, and Ross Neville compiled the study and said it looked at the risk and protective factors shaping the development of children and young adults up to the age of 22 from the Growing Up In Ireland cohorts born in 1998 and 2008, respectively.

In terms of physical health, they said a child’s socio-economic background was a factor when it came to how often they exercised and obesity rates.

When it came to their education and cognitive development, the researchers pointed to a “socio-economic gap” in children as young as three, while school attitudes and academic performance shifted over time.

The study suggested that strong relationships with parents and peers, safe local facilities, and structured sports helped to protect a child’s wellbeing, while bullying and family adversity were significant risks.

“A consistent gender pattern was observed, with adolescent girls reporting higher levels of anxiety and emotional difficulties, while adolescent boys demonstrate higher levels of antisocial behaviour,” it said.

Digital engagement and screen time increased markedly between cohorts, particularly by age nine, and was associated with lower physical activity levels and socio-emotional wellbeing. 

Overall, it found that low income, low parental education, lone-parent households, and those from migrant backgrounds were all consistently linked to poorer outcomes across the different categories.

Also, during crises such as the economic recession and the pandemic, these “further intensified inequalities” in the wellbeing of children.

“Job loss and household financial strain [during covid] were linked to negative impacts on children's emotional well-being,” it said. 

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“Although support measures such as the Pandemic Unemployment Payment (PUP) and access to remote learning served as protective factors, the pandemic still led to rising mental health concerns, especially among young adult women in the '98 Cohort.” 

On the other hand, it also pointed to policy measures that had made a tangible impact for children, such as free GP care, access to medical cards, and maternity leave measures.

The study added: “Looking ahead, future policies should aim to draw on these learnings and buffer against economic shocks and strengthen mental health support for vulnerable groups, particularly those affected by disruptions in education and employment.”