Publikationen
Identifying psychosocial risk patterns in families with children 0–6 years
Ulrich, Susanne Marlene/Linberg, Anja/Kroesen, Anna/Kuger, Susanne (2026):
Identifying psychosocial risk patterns in families with children 0–6 years. a latent class analysis including the home learning environment, educational outcomes, and utilization of childcare and support services.
In: Journal of Public Health
Aim The assessment of psychosocial burden in families can help identify those at risk and prevent long-term negative effects on children’s health and well-being. Few studies have examined how psychosocial risk patterns relate to home learning environment. This study (1) analyzes the distribution of psychosocial risk factors in families, (2) explores their links to educational activities at home and children’s educational outcomes, and (3) examines the use of childcare and family support services. Subject and methods Data from 3739 children aged 0–6 from the representative cross-sectional study AID:A were analyzed. The dataset includes information on family structure, well-being, parenting, and child development. A latent class analysis based on 18 risk factors identified sychosocial risk patterns. Group differences regarding educational activities at home, child outcomes, and service use were examined. Results Four risk groups emerged: low-burdened (62.1%), economically burdened (15.7%), families with parenting stress and conflict (17.6%), and multiple-burdened families (4.7%). Children in economically and multiple-burdened families showed fewer educational activities and lower educational outcomes (literacy and numeracy skills).. Institutional childcare usage was similar across groups. However, low- and conflict-burdened families used universal prevention services more frequently, while economically and multiple-burdened families used more selective and indicated services. Conclusion The findings suggest an association between family risk patterns, educational outcomes, and service utilization. These insights may inform discussions about how early education and family support systems can be better aligned to support developmental opportunities from early childhood onward.
Identifying psychosocial risk patterns in families with children 0–6 years. a latent class analysis including the home learning environment, educational outcomes, and utilization of childcare and support services.
In: Journal of Public Health
Aim The assessment of psychosocial burden in families can help identify those at risk and prevent long-term negative effects on children’s health and well-being. Few studies have examined how psychosocial risk patterns relate to home learning environment. This study (1) analyzes the distribution of psychosocial risk factors in families, (2) explores their links to educational activities at home and children’s educational outcomes, and (3) examines the use of childcare and family support services. Subject and methods Data from 3739 children aged 0–6 from the representative cross-sectional study AID:A were analyzed. The dataset includes information on family structure, well-being, parenting, and child development. A latent class analysis based on 18 risk factors identified sychosocial risk patterns. Group differences regarding educational activities at home, child outcomes, and service use were examined. Results Four risk groups emerged: low-burdened (62.1%), economically burdened (15.7%), families with parenting stress and conflict (17.6%), and multiple-burdened families (4.7%). Children in economically and multiple-burdened families showed fewer educational activities and lower educational outcomes (literacy and numeracy skills).. Institutional childcare usage was similar across groups. However, low- and conflict-burdened families used universal prevention services more frequently, while economically and multiple-burdened families used more selective and indicated services. Conclusion The findings suggest an association between family risk patterns, educational outcomes, and service utilization. These insights may inform discussions about how early education and family support systems can be better aligned to support developmental opportunities from early childhood onward.