Category Archives: Latest Reports

Hidden Future Front Line: Educators’ perspective on the impact of the COVID-19 pandemic on kindergarten children (HIFLEC)

In the Spring of 2020, we developed and implemented a survey: Hidden Future Front Line: Educators’ perspective on the impact of the COVID-19 pandemic on kindergarten children (HIFLEC).  In this study, using an online survey, we asked kindergarten educators about the realities of distance learning, their concerns for the return to school, as well as about their own health. The overarching aim of this study is to establish a scope of challenges and facilitators of psychosocial adjustment during the transition back to school-based learning for the youngest students, their families, and their educators.  The data have been collated and reports generated and shared with all our partners.  Copies of the reports can be found here:  https://edi.offordcentre.com/about/current-research-projects/

How does a parent’s chronic illness impact their child?

Chronic physical illnesses are complex, lengthy, and difficult to treat. People dealing with this type of illness often experience impaired physical and social functioning, as well as reduced well-being. Because of these issues, the impact of a physical illness often reaches beyond an individual to his or her immediate family. Continue reading How does a parent’s chronic illness impact their child?

The intergenerational effects of teenage pregnancy on child development

Children born to teen mothers generally perform worse on school readiness assessments than children born to adult mothers. What isn’t known is whether this relationship extends to the grandchildren of these teen mothers. Continue reading The intergenerational effects of teenage pregnancy on child development

Can early social-emotional functioning predict later mental health issues?

Many mental health conditions are first diagnosed in early adolescence, yet many people report experiencing symptoms before their teenage years. Continue reading Can early social-emotional functioning predict later mental health issues?

Early emotional and communication functioning predicts the academic trajectories of refugee children

Refugees often leave their countries to escape extreme conditions, such as war or violence. Experiencing such hardship may force refugee children to face multiple challenges when settled in their new country beyond those faced by other immigrant children. Although many immigrant children contend with post-migration language and cultural barriers, refugee children may be more likely to experience emotional challenges associated with pre-migration trauma. Continue reading Early emotional and communication functioning predicts the academic trajectories of refugee children

Are the rates of special health care needs changing?

Many children who start school have or are at risk of having a special health care need, which requires more medical, educational, or related services than their peers.

Schools need an accurate picture of whether the levels of these needs are changing over time in order to plan for future services and uncover any service gaps. Continue reading Are the rates of special health care needs changing?

Does the built environment contribute to children’s development?

The Offord Centre’s Canadian Neighbourhoods and Early Child Development (CanNECD) study attempts to determine the role neighbourhoods play in children’s development. In some Canadian neighbourhoods only 2% of children are struggling, while in others roughly 75% struggle. The CanNECD study focuses largely on the socioeconomic factors that contribute to this disparity. Continue reading Does the built environment contribute to children’s development?