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The present study investigated whether distinct developmental patterns of externalizing behaviors (EBs: hyperactivity-impulsivity, noncompliance, physical aggression) based on parent reports were repeatedly and differentially associated with separate dimensions of internalizing problems such as general anxiety, separation anxiety, and depressive symptoms across the early, middle, and late preschool years in a population birth cohort (N = 2,057, 50.7% boys). Six high trajectory classes obtained by latent growth modeling were used as longitudinal indicators of single EB and co-occurrent EBs. Children following low or moderate trajectories for all EBs served as the reference class. Results revealed that children in trajectory classes reflecting high levels of co-occurring EBs showed higher levels of general anxiety, separation anxiety, and depressive symptoms across the preschool years. In contrast, children in trajectory classes reflecting single EB manifested higher levels of some, but not all, dimensions of internalizing problems. In addition, their scores varied from one period to another. No sex differences were observed in the above associations. These results underline the need for comprehensive assessments across distinct types of EBs and internalizing problems to better reflect the characteristics that distinguish individual children. Finally, results suggest that children showing early co-occurrent EBs and internalizing symptoms may be an important group to target for in-depth assessment and possibly preventive intervention.

Background: We examined whether subgroups of adolescents experienced disparate changes in school connectedness--a robust predictor of multiple health outcomes--from before the COVID-19 pandemic to the first full school year following pandemic onset. Methods: We used 2 waves of prospective survey data from 7178 students attending 41 Canadian secondary schools that participated during the 2019-2020 (T1; pre-COVID-19 onset) and 2020-2021 (T2; ongoing pandemic) school years. Fixed effects analyses tested differences in school connectedness changes by gender, race, bullying victimization, socioeconomic position, and school learning mode. Results: Relatively greater declines in school connectedness were reported by students that identified as females, were bullied, perceived their family to be less financially comfortable than their classmates, and attended schools in lower income areas. Marginally greater school connectedness declines resulted among students attending schools that were fully online at T2 than those at schools using a blended model. Conclusion: Results point to disparate school connectedness declines during the pandemic, which may exacerbate pre-existing health inequities by gender and socioeconomic position, and among bullied youth. Implications for School Health Policy, Practice, and Equity: Effective strategies to improve school climates for equity denied groups are critical for pandemic recovery and preparedness for future related events.

We examined bullying victimization spanning from before the pandemic to the two school years post COVID-19 onset in adolescents. We used survey data from Canadian secondary school students collected during the 2019-20, 2020-21, and 2021-22 academic years. Generalized Estimating Equations models were used to estimate the population average odds of past 30-day bullying victimization by other students, using both longitudinal (N = 3716) and repeat cross-sectional (N = 23,862; 19,413; 21,897) data. The odds of bullying victimization were lower in 2020-21 and higher in 2021-22 relative to 2019-20. Elevated odds of bullying victimization were found among gender diverse, higher weight, and relatively less affluent students. While remote schooling during the pandemic may have provided a reprieve for some students, bullying appears to have rebounded with the lifting of COVID-19 restrictions to exceed pre-pandemic levels. More effective strategies are essential to prevent bullying and improve school contexts for equity denied populations.

Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The second aim was to explore the extent to which genetic and environmental factors explained these potential associations. The sample was drawn from the Quebec Newborn Twin Study, a longitudinal follow-up of twins born in the greater Montreal area, Quebec, Canada. Language skills were assessed when children were 1.5, 2.5, 6, 7, 10, and 12 years old. Writing skills were measured at 15 years old. Participants who completed the writing task in French were included in the study (n = 316 twin pairs: 46% males). Mothers of these participants self-identified mostly as White. About 74% of them had a postsecondary diploma or certificate, and 27% further had a university degree. Most families had an income higher than 30,000 CND. Results indicate that preschool language was modestly associated with high school writing (r = 0.25) and that school age language fully mediated this association. Genes explained 53% of the association between preschool language and school age language and 64% of the association between school age language and high school writing. These results highlight the developmental continuity from oral to written language from preschool to high school and show that genetic factors largely account for this continuity.

The present study investigated prenatal and early postnatal risk factors associated with developmental patterns of disruptive behaviors (DBs; e.g., hyperactivity-impulsivity, noncompliance, physical aggression) from ages 1.5 to 5 years in a population birth cohort (N = 2,057; 50.7% boys). Six high-trajectory classes obtained by latent growth modeling were used as longitudinal indicators of single-DB and co-occurrent DBs. Children following low or moderate trajectories for all DBs served as the reference class. Results showed low commonality of risk factors among single-DB trajectory classes, suggesting that "pure" forms of DBs have specific etiologies. In contrast, the trajectory classes with a high DB in common shared 20.0% to 46.7% of their risk factors. Overall, 40.0% of significant risk factors across trajectory classes were common to between two and four classes, whereas 60.0% of the significant risk factors were specific to one class or another. However, risk factors common among classes accounted for the greater part (63.2%) of the associations, especially in co-occurrent DBs trajectory classes. These risk factors included male sex, a higher number of siblings, maternal symptoms of depression and conduct problems, young motherhood, lack of positive parenting, family dysfunction, and lower socioeconomic status. Children thus develop early distinct patterns of DBs associated with both common and specific prenatal and early postnatal risk factors. Longitudinal assessments of early manifestations of DB, including a range of behaviors and a variety of potential risk factors to reflect the distinctiveness of children and their families, could help guide etiological research, tailor early interventions, and prevent a cascade of deleterious influences and outcomes.

Background: Boys use cannabis at a younger age and more frequently than girls. It has been suggested these sex differences might vary according to students' relationship to school. We explored whether the association between sex and adolescents' cannabis use varies among schools and according to students' school connectedness. Methods: The study population consisted of all students from 11 secondary schools in the greater Québec City area. The sample included 6185 respondents in years 1 to 5 at the secondary level (equivalent to grades 7-11). Study outcomes were monthly cannabis use and early cannabis use. Results: The association between sex and monthly cannabis use varied significantly among schools after controlling for students' main characteristics and school socioeconomic environment. We found a statistically significant modifying effect of school connectedness on the association between sex and monthly cannabis use. For early cannabis use, we found no modifying effect of school connectedness nor any association with sex. Conclusions: Measures to reduce adolescents' cannabis use could be better adapted to local context and more tailored to specific higher-risk groups. School connectedness is a protective factor for cannabis use, although this effect appears stronger for girls than boys.

Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results: Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion: Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.

This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decreasing and a moderate/chronic for traditional victimization. Conditional probabilities suggested that cybervictims had a high probability of being victims on school grounds, whereas traditional victims were not necessarily the target of cybervictimization. Four joint trajectory groups were also identified. With the low victimization group as the reference category, the results revealed that different sets of predictors were associated with membership in the three other joint trajectory groups. The results are discussed in relation to intervention and prevention strategies.

We exploit the Youth in Transition Survey, Cohort A, to investigate access and barriers to postsecondary education (PSE). We first look at how access to PSE by age 21 is related to family characteristics, including family income and parental education. We find that the effects of the latter significantly dominate those of the former. Among the 25% of all youths who do not access PSE, 23% of this group state that they had no PSE aspirations and 43% report no barriers. Only 22% of the 25% who do not access PSE (or 5.5% of all youths in our sample) claim that "finances" constitute a barrier. Further analysis suggests that affordability "per se" is an issue in only a minority of those cases where finances are cited, suggesting that the real problem for the majority of those reporting financial barriers may be that they do not perceive PSE to be of sufficient value to be worth pursuing: "it costs too much" may mean "it is not worth it" rather than "I cannot afford to go." Our general conclusion is that cultural factors are the principal determinants of PSE participation. Policy implications are discussed.

Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. Samples: We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students. Methods: Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. Results: Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component. Conclusions: Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.

We examined bullying victimization spanning from before the pandemic to the two school years post COVID-19 onset in adolescents. We used survey data from Canadian secondary school students collected during the 2019–20, 2020–21, and 2021–22 academic years. Generalized Estimating Equations models were used to estimate the population average odds of past 30-day bullying victimization by other students, using both longitudinal (N = 3716) and repeat cross-sectional (N = 23,862; 19,413; 21,897) data. The odds of bullying victimization were lower in 2020–21 and higher in 2021–22 relative to 2019–20. Elevated odds of bullying victimization were found among gender diverse, higher weight, and relatively less affluent students. While remote schooling during the pandemic may have provided a reprieve for some students, bullying appears to have rebounded with the lifting of COVID-19 restrictions to exceed pre-pandemic levels. More effective strategies are essential to prevent bullying and improve school contexts for equity denied populations. [ABSTRACT FROM AUTHOR]

The terrorist attacks of September 11, 2001, have resulted in the increased scrutiny of both immigrants and non-immigrants entering the United States. The latter group includes students who enter the country on temporary visas to complete programs of higher education. Depending on the source, the number of foreign students in the United States has remained constant or fallen since 2001, and there has been a large decline among students from predominantly Muslim countries. Canada, by contrast, has relaxed its entry requirements for some foreign students and there has been a concerted effort among Canadian universities to increase foreign student enrolment. We find that the number of foreign students in Canada did increase following 9/11, especially those from predominantly Muslim countries. We discuss some of the implications of this increase in foreign students for Canadian universities and the Canadian labour market. Although these results support the hypothesis that changes in U.S. immigration policy are responsible, causality cannot be inferred from our data. This underlines the need for better data to adequately address the post-secondary education choices of international students. (Contains 4 tables, 4 figures and 22 notes.)

There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effects of classroom separation? Are twins taught in different classes more different from each other than twins taught in the same class? Twin pairs from two large representative samples from Quebec (Canada) and the United Kingdom were evaluated across a large age range (7 to 16 years) on academic achievement, several cognitive abilities and motivational measures. Our results show almost no sizable positive or negative average effect of classroom separation on twins' achievement, cognitive ability and motivation. Twin pairs at age 12 (Quebec, Canada) and at age 16 (United Kingdom) were slightly more similar on achievement if placed in the same classroom, with slightly greater similarity among monozygotic twins than dizygotic twins. However, the few effects found were weak, and it remains unclear whether they result from classroom separation or other factors. These results suggest that in terms of educational outcomes, policymakers should not impose rigid guidelines to separate twin pairs during their education. The choice of whether to educate twin pairs together or separately should be up to parents, twins and teachers, in response to twins' individual needs.

Submarine canyons are hot spots for topography‐internal wave interactions, with elevated mixing contributing to regional water mass transport and productivity. Two velocity time series compare and contrast internal waves deep inside Barkley Canyon to a nearby site on the shelf‐break slope of the Vancouver Island Continental Shelf. Elevation of internal wave energy occurs near topography, up to a factor of 10 above the slope and 100 in the canyon. All frequency bands display strong seasonal variability but weak interannual variability. Diurnal (K1) energy is sub‐inertial, trapped along topography, and forced locally through barotropic motions. Both sites have high near‐inertial (NI) energy linked to wind events, though fewer events are observed deep inside the canyon. At the slope site, near‐inertial energy is attenuated with depth, while in the canyon it is amplified near the bottom. Freely propagating semidiurnal (M2) energy appears focused near critical shelf‐break and canyon floor topography, due to local and remote baroclinic forcing. The high‐frequency internal wave continuum has enhanced near‐bottom energy at both sites (up to 7 × the Garrett‐Munk spectrum), and inferred dissipation rates, ɛ, reaching 10−7 W kg−1 near topography. Dissipation is most strongly correlated with semidiurnal energy variability at both sites, with secondary contributors that are site dependent. Forcing power law fits are ε∼M20.8+ $\varepsilon \sim {M}_{2}^{0.8}+$SubK10.6 ${\text{Sub}}_{{K}_{1}}^{0.6}$ on the slope, and ε∼M21.5+ $\varepsilon \sim {M}_{2}^{1.5}+$ NI0.2 in the canyon. There is also a build‐up of "shoulder" energy (PSh) near the buoyancy frequency, with a power law fit to dissipation of PSh ∼ ɛ0.3 at both sites. Plain Language Summary: Internal waves are sub‐surface waves that can mix ocean water, particularly over rough topography such as that found on continental slopes or in submarine canyons. Mixing is important for understanding ocean circulation, climate, and biological productivity. At Barkley Canyon on Canada's west coast, 4 years of current observations are used to study internal waves at both slope and canyon sites. These long‐term data allow for analysis of seasonal and year‐to‐year trends. The currents follow topography, and near‐bottom internal wave energy is generally increased. The observed seasonal patterns change little year‐to‐year. Internal waves occurring once‐a‐day or less are trapped along the slope, and result from once‐a‐day surface tides. Internal waves associated with the Earth's rotation are driven by wind—with only some events reaching the deep canyon. Internal waves occurring twice‐a‐day may be amplified by topography, and result from twice‐a‐day surface tides and internal waves from other underwater sites. Seasonal trends indicate that larger internal waves transfer energy to smaller, turbulent motions near topography, elevating mixing. There is evidence that this transfer of energy may continue to smaller scales than is typically observed. These findings can support models of mixing near topography and improve understanding of internal wave processes. Key Points: Analysis of 4 years of acoustic Doppler current profiler horizontal velocity data from Barkley Canyon and nearby slopeElevated internal wave energy and mixing near topography, with power law relationships to semidiurnal and site‐dependent secondary forcingBuild‐up of energy near the local buoyancy frequency with a power law relationship to dissipation [ABSTRACT FROM AUTHOR]

BACKGROUND: We examined whether subgroups of adolescents experienced disparate changes in school connectedness—a robust predictor of multiple health outcomes—from before the COVID‐19 pandemic to the first full school year following pandemic onset. METHODS: We used 2 waves of prospective survey data from 7178 students attending 41 Canadian secondary schools that participated during the 2019‐2020 (T1; pre‐COVID‐19 onset) and 2020‐2021 (T2; ongoing pandemic) school years. Fixed effects analyses tested differences in school connectedness changes by gender, race, bullying victimization, socioeconomic position, and school learning mode. RESULTS: Relatively greater declines in school connectedness were reported by students that identified as females, were bullied, perceived their family to be less financially comfortable than their classmates, and attended schools in lower income areas. Marginally greater school connectedness declines resulted among students attending schools that were fully online at T2 than those at schools using a blended model. CONCLUSION: Results point to disparate school connectedness declines during the pandemic, which may exacerbate pre‐existing health inequities by gender and socioeconomic position, and among bullied youth. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Effective strategies to improve school climates for equity denied groups are critical for pandemic recovery and preparedness for future related events. [ABSTRACT FROM AUTHOR]

This paper extends the current literature on access to post-secondary education by investigating the role played by various family background characteristics related to the home environment and family habits and behaviours. Exploiting the extraordinary richness of the Youth in Transition Survey in this regard, we include whether the family ate dinner together, whether they discussed current affairs, and how often their children went to concerts--and if so, what "kind" of concerts. Many of these factors are found to have a significant relationship with attending post-secondary education, university in particular. Furthermore, these factors are in addition to--and at least to some degree independent of--more conventional influences such as parental education and family income. With appeal to the paradigm of "cultural capital"--which refers to the knowledge, experiences, and connections which help individuals succeed in life--these results indicate how advantages in accessing higher levels of education accrue to those from families that are rich in this kind of asset, while others are left behind.

Purpose: To characterize current lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI +) health-related undergraduate medical education (UME) curricular content and associated changes since a 2011 study and to determine the frequency and extent of institutional instruction in 17 LGBTQI + health-related topics, strategies for increasing LGBTQI + health-related content, and faculty development opportunities. Method: Deans of medical education (or equivalent) at 214 allopathic or osteopathic medical schools in Canada and the United States were invited to complete a 36-question, Web-based questionnaire between June 2021 and September 2022. The main outcome measured was reported hours of LGBTQI + health-related curricular content. Results: Of 214 schools, 100 (46.7%) responded, of which 85 (85.0%) fully completed the questionnaire. Compared to 5 median hours dedicated to LGBTQI + health-related in a 2011 study, the 2022 median reported time was 11 h (interquartile range [IQR], 6–16 h, p < 0.0001). Two UME institutions (2.4%; 95% CI, 0.0%-5.8%) reported 0 h during the pre-clerkship phase; 21 institutions (24.7%; CI, 15.5%-33.9%) reported 0 h during the clerkship phase; and 1 institution (1.2%; CI, 0%-3.5%) reported 0 h across the curriculum. Median US allopathic clerkship hours were significantly different from US osteopathic clerkship hours (4 h [IQR, 1–6 h] versus 0 h [IQR, 0–0 h]; p = 0.01). Suggested strategies to increase content included more curricular material focusing on LGBTQI + health and health disparities at 55 schools (64.7%; CI, 54.6%-74.9%), more faculty willing and able to teach LGBTQI + -related content at 49 schools (57.7%; CI, 47.1%-68.2%), and more evidence-based research on LGBTQI + health and health disparities at 24 schools (28.2%; CI, 18.7%-37.8%). Conclusion: Compared to a 2011 study, the median reported time dedicated to LGBTQI + health-related topics in 2022 increased across US and Canadian UME institutions, but the breadth, efficacy, or quality of instruction continued to vary substantially. Despite the increased hours, this still falls short of the number of hours based on recommended LGBTQI + health competencies from the Association of American Medical Colleges. While most deans of medical education reported their institutions' coverage of LGBTQI + health as 'fair,' 'good,' or 'very good,' there continues to be a call from UME leadership to increase curricular content. This requires dedicated training for faculty and students. [ABSTRACT FROM AUTHOR]

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications.

Medical cannabis (MC) may offer therapeutic benefits for children with complex neurological conditions and chronic diseases. In Canada, parents, and caregivers frequently report encountering barriers when accessing MC for their children. These include negative preconceived notions about risks and benefits, challenges connecting with a knowledgeable healthcare provider (HCP), the high cost of MC products, and navigating MC product shortages. In this manuscript, we explore several of these barriers and provide recommendations to decision-makers to enable a family-centered and evidence-based approach to MC medicine and research for children. [ABSTRACT FROM AUTHOR]

Background: Very little research has examined how perceptions of cannabis access among underage youth in Canada have changed since cannabis was legalized and since the onset of the COVID-19 pandemic. As such, this paper examines the effect of the early and ongoing stages of the COVID-19 pandemic period on youth perceptions of cannabis access over time since the onset of the Cannabis Act in 2018 in a large sample of Canadian youth. Methods: Using data from the COMPASS study (T1:2018/19, T2:2019/20, T3:2020/21), we used both repeat cross-sectional data [T1 (n = 38,890), T2 (n = 24,109), and T3 (n = 22,795)] to examine overall trends in perceptions of cannabis access, and sequential cohort longitudinal data [n = 4,677 students linked from T1 to T3] to examine the differential changes in perceptions of cannabis access among students over time. Results: In the cross-sectional sample, the frequency of students reporting that cannabis was easy to access decreased by 26.7% from T1 (51.0%) to T3 (37.4%), although respondents who have used cannabis were more likely to report access was easy. In the longitudinal sample, perceptions of cannabis access being easy increased over time, especially among cannabis users. Perceived ease of access appears to have been slightly impeded during the initial pandemic period but rebounded during the ongoing pandemic period. Conclusions: While the prevalence of youth reporting that cannabis is easy to access has declined since legalization and throughout the early and ongoing pandemic periods, a substantial number of underage youth continue to report that cannabis is easy to access. This suggest that there is an ongoing need for continued cannabis control efforts to address this issue. [ABSTRACT FROM AUTHOR]

This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child-care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This "catch-up" effect from the perspective of children's adaptation to the social group is discussed.

Using a 17-year longitudinal design, this study examined the role of personal and family factors assessed early in life, and also academic and social experiences assessed in the first year of college, in predicting college completion. We followed a sample of 444 French-speaking Canadian children from middle to upper socioeconomic backgrounds (66% boys and 34% girls; 6 years old at study onset). We assessed social behaviors (i.e., aggressive-disruptive, anxiety-withdrawal, and prosocial behaviors), mothers' child-rearing practices (i.e., discipline and pleasure), and family resources (i.e., family structure, mothers' education, and mothers' age at the birth of the first child) at kindergarten; academic records in elementary and high school; and academic and social integration in college (i.e., adjustment to academic requirements, academic success, participation in social activities, and attachment to the institution). College completion at age 23 years was obtained from national official records. Using logistic regression analysis, we found that previous social behaviors, academic records, and family experiences had greater impact on college completion than did the quality of students' academic and social integration in college. We propose some avenues to better understand how precollege factors can improve a child's academic trajectory, college aspirations, and chances of success.

Several authors consider high and frequent conflicts between friends during childhood as a serious risk for subsequent conduct problems such as generalized physical aggression toward others (e.g., Kupersmidt, Burchinal, & Patterson, 1995; Sebanc, 2003). Although it seems logical to assume that friendship conflict could have some negative consequences on children's behaviors, some scholars have suggested that a certain amount of conflict between friends may actually promote social adjustment (e.g., Laursen & Pursell, 2009). The aim of this study was to investigate the role of friendship conflict in regard to the development of generalized physical aggression toward others in the early school years (i.e., from kindergarten to Grade 1), as well as the moderating role of relational (i.e., shared positive affect and dyadic conflict resolution skills) and personal (i.e., children's sex and genetic liability for aggression) characteristics in this context. The sample included 745 twins assessed through teacher, peer, child, and friend ratings in kindergarten and Grade 1. Friendship conflict in kindergarten was linearly related to an increase in boys' but not girls' generalized physical aggression. However, shared positive affect and conflict resolution skills mitigated the prospective associations between friendship conflict and generalized physical aggression. These results were independent of children's sex, genetic risk for physical aggression, and initial levels of generalized physical aggression in kindergarten. Fostering a positive relationship between friends at school entry may buffer against the risk associated with experiencing friendship conflict.

Objective: To examine how food insecurity in childhood up to adolescence relates to eating habits and weight status in young adulthood. Design: A longitudinal study design was used to derive trajectories of household food insecurity from age 4·5 to 13 years. Multivariable linear and logistical regression analyses were performed to model associations between being at high risk of food insecurity from age 4·5 to 13 years and both dietary and weight outcomes at age 22 years. Setting: A birth cohort study conducted in the Province of Quebec, Canada. Participants: In total, 698 young adults participating in the Québec Longitudinal Study of Child Development. Results: After adjusting for sex, maternal education and immigrant status, household income and type of family, being at high risk (compared with low risk) of food insecurity in childhood up to adolescence was associated with consuming higher quantities of sugar-sweetened beverages (ß adj: 0·64; 95 % CI (0·27, 1·00)), non-whole-grain cereal products (ß adj: 0·32; 95 % CI (0·07, 0·56)) and processed meat (ß adj: 0·14; 95 % CI (0·02, 0·25)), with skipping breakfast (ORadj: 1·97; 95 % CI (1·08, 3·53)), with eating meals prepared out of home (ORadj: 3·38; 95 % CI (1·52, 9·02)), with experiencing food insecurity (ORadj: 3·03; 95 % CI (1·91, 4·76)) and with being obese (ORadj: 2·01; 95 % CI (1·12, 3·64)), once reaching young adulthood. Conclusion: Growing up in families experiencing food insecurity may negatively influence eating habits and weight status later in life. Our findings reinforce the importance of public health policies and programmes tackling poverty and food insecurity, particularly for families with young children. [ABSTRACT FROM AUTHOR]

Physical ocean circulation features, especially the Gaspé Current (GC) intrusion, influence the transport and aggregation of whale prey, thereby influencing the whale foraging habitat in the Gulf of St. Lawrence (GSL), Canada. We employ satellite altimetry-derived sea level anomaly (SLA) indices to monitor interannual variations in the intensity of the GC in the North Atlantic Right Whale (Eubalaena glacialis; NARW) habitat in the GSL. Measurements of surface slope and volume transport are taken from the SLA profiles along a repeating ground track of the Jason-2/3 satellites. These are employed as complementary proxies in characterizations of physical processes in the GSL. The relationship between altimetric indices and indices of zooplankton abundance are explored in the southern GSL. Results demonstrate that an altimetric index estimated from surface slope (Index s l o p e − h a l f ) is correlated with river discharge of the St. Lawrence River and can be utilized to infer variations in GC intensities. Time series of the altimetric indices during 2009–2021 are found to exhibit interannual and seasonal environmental variability, which influence transport into the southern GSL. As captured by the altimetric indices, these features of the surface ocean circulation can be linked to zooplankton variations in the Shediac Valley, where NARWs are frequently observed. Therefore, in linking physical drivers of ocean dynamics to the NARW foraging habitat, variations in these indices can also potentially help describe some features of the distribution patterns of NARW sightings in this area. [ABSTRACT FROM AUTHOR]

This study assessed the genetic and environmental contributions to peer difficulties in the early school years. Twins' peer difficulties were assessed longitudinally in kindergarten (796 twins, "M"[subscript age] = 6.1 years), Grade 1 (948 twins, "M"[subscript age] = 7.1 years), and Grade 4 (868 twins, "M"[subscript age] = 10 years) through multiple informants. The multivariate results revealed that genetic factors accounted for a strong part of both yearly and stable peer difficulties. At the univariate level, the genetic contributions emerged progressively, as did a growing consensus among informants with respect to those who experienced peer difficulties. These results underline the need to intervene early and persistently, and to target the child and the peer context to prevent peer difficulties and their consequences. (Contains 3 tables and 3 figures.)

Research studies have provided increasing evidence for the potential adverse impact of child sexual abuse on women's sexual health. The present study examined the association between child sexual abuse and sexual health while controlling for various forms of childhood victimization. Self-report questionnaires were administered to 889 young women from the province of Quebec. Results suggest that child sexual abuse survivors were more likely to report having experienced other forms of childhood victimization than were women without child sexual abuse. Women with a history of both child sexual abuse and multiple forms of victimization were at greater risk of experiencing more adverse outcomes, including risky sexual behaviors, sexual problems, and negative sexual self-concept. Regression analyses revealed that child sexual abuse was significantly related to indicators of sexual health outcomes even when controlling for the effect of single forms of victimization. Clinically, interventions optimizing sexual health may be particularly helpful for a subgroup of child sexual abuse survivors. (Contains 6 tables.)

This study explored whether early elementary school aged children's externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8 years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found. (Contains 4 tables and 2 figures.)

Few studies have explored the possible contribution of the peer group to dating violence victimization. The current study tested the hypothesis that a risky lifestyle would mediate the relationship between deviant peer affiliation and dating violence victimization among adolescent girls. The proposed mediation model was derived from lifestyles and routine activities theories. A sample of 550 girls (mean age = 15) drawn from a larger representative community sample in Quebec, Canada, completed a questionnaire on three forms of dating violence victimization (psychological, physical, and sexual). Results revealed that girls with a higher level of affiliation with deviant peers were more likely to endorse a risky lifestyle and reported higher rates of all forms of dating violence victimization. Further analyses showed that, while deviant peer affiliation is associated with dating violence victimization, this relationship may be explained, at least partially for psychological violence, and completely for physical/sexual violence, by the girls' own risky lifestyle. Future preventive interventions for adolescent dating violence victimization should target deviant peer groups, as well as adolescent girls who display a risky lifestyle.

Background: Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare--at the population level--could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods: A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results: Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading (d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions: Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children's early academic trajectory. (Contains 2 tables and 1 figure.)

Using data from three waves of a large Canadian data set, this research examined the relationship between middle-childhood trajectories of family dysfunction and indirect aggression. The authors applied family systems, developmental psychopathology, and life-course conceptualizations to meet this objective. The data analytic strategy used separate multivariate logits to examine this relationship, with and without the extent to which other possible explanations (acting as control variables) predict belonging to the highest family dysfunction trajectory. These included marital transition, socioeconomic status, family size, and depressive symptoms experienced by the adult most knowledgeable about the child (mostly mothers). The authors also explored possible interactions between indirect aggression and these explanatory variables. Supporting their hypothesis for both boys and girls, prolonged-duration high doses of family dysfunction were associated with the most extreme developmental trajectories of indirect aggression during middle childhood. Results showed gender specificity with respect to the influence of the explanatory variables on family dysfunction. For girls, the link between family dysfunction and indirect aggression persisted above and beyond such contextual influences. For boys, the relationship became unimportant once contextual factors were taken into account. (Contains 2 figures and 1 table.)

The present study examined the association between theory of mind and indirect versus physical aggression, as well as the potential moderating role of prosocial behavior in this context. Participants were 399 twins and singletons drawn from two longitudinal studies in Canada. At five years of age, children completed a theory of mind task and a receptive vocabulary task. A year later, teachers evaluated children's indirect and physical aggression and prosocial behavior. Indirect aggression was significantly and positively associated with theory of mind skills, but only in children with average or low levels of prosocial behavior. Physical aggression was negatively associated with prosocial behavior but not with theory of mind. Each analysis included gender, receptive vocabulary, and the respective other subtype of aggression as control variables. These results did not differ between girls and boys or between twins and singletons. Theoretical and clinical implications of these findings are discussed.

This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French speaking, who were assessed yearly from Grades 2 through 7. Structural equation models revealed that, for boys and for girls, higher academic achievement predicted (a) increases in peer acceptance from Grades 2 through 6, (b) decreases in peer rejection from Grades 2 through 4 (through Grade 5 for girls), and (c) increases in friends' achievement from Grades 4 through 7. Also, rejection predicted decreases in academic achievement from Grades 3 through 5. These results suggest that academic achievement is a good predictor of peer group status in middle childhood and that high-achieving students start selecting each other as friends as they enter early adolescence. These data also suggest that peer rejection in childhood may disrupt future academic achievement. Possible mediating mechanisms, as well as peer selection and influences in the context of social development, are discussed. (Contains 3 figures and 4 tables.)

The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. As teacher education departments build pre-service preparation programs, in-service professional development opportunities, and state-wide endorsements and certifications, they will need to do so with a firm grasp of existing standards and practices within the field. This paper describes several major attempts to form standards and best practices. In doing so, it also explores the research backing and the need for additional research to support such standards. The paper concludes with a discussion about the various roles future teachers might play in virtual school work and the associated standards that would guide their instruction. (Contains 3 tables and 1 figure.)

Objectives: To longitudinally describe prosocial behaviour development from childhood to adolescence, using multiple informants within Canadian and Italian samples. Method: Participants in Study 1 were 1037 boys from low socioeconomic status (SES) areas in Montreal, Canada, for whom yearly teacher and mother reports were obtained between the ages of 10 and 15. Participants in Study 2 were 472 children (209 girls) from Genzano, Italy, for whom yearly self and teacher reports were obtained between the ages of 10 and 14. Developmental trajectories were estimated from ratings by each informant to identify subgroups of children following distinct courses of prosocial development. Results: In Study 1, three trajectory groups (low/declining 53%, high/declining 16%, high/steep declining 31%) were identified from teacher ratings, while five trajectories (low/stable 7%, low/declining 19%, moderate/stable 41%, high/declining 24%, high/stable 9%) were identified from mother ratings. Small but significant associations were observed between mother and teacher ratings. In Study 2, three trajectory groups (low/stable 9%, moderate/stable 50%, high/stable 42%) were identified from self-ratings, while four trajectory groups (low/stable 8%, moderate/declining 48%, high/declining 37%, increasing 7%) were identified from teacher ratings. Small but significant associations were observed between self- and teacher ratings. Conclusions: The present studies investigated levels of prosocial behaviours from childhood to adolescence, using a multi-informant, cross-cultural perspective. All but one of the developmental trajectories identified were characterised by stable or declining levels of prosocial behaviours. Further research longitudinally investigating prosociality across developmental periods is needed to clarify prosocial behaviour development over time.

This 17-year longitudinal study tested whether low peer-perceived acceptance and association with aggressive-disruptive friends during preadolescence predicted students' failure to graduate from secondary school. Participants were 997 Caucasian, French-speaking boys from low-socioeconomic status, urban neighborhoods. The boys were recruited in kindergarten (age 6) and followed through early adulthood (age 23). Low levels of prosocial behaviors and high levels of aggressive-disruptive behaviors in childhood were expected to predict negative preadolescent peer experiences. Adolescent academic achievement and school commitment were expected to mediate the link between preadolescent peer experiences and early adulthood graduation status. Results of structural equation modeling analyses tended to support these hypotheses. Greater childhood aggression-disruptiveness positively predicted friends' preadolescent aggression-disruptiveness. Having aggressive-disruptive friends, in turn, was related to a lower likelihood of graduation. Lower academic achievement and school commitment partially mediated the association between friend characteristics and graduation. Peer acceptance did not contribute to graduation. (Contains 2 tables, 2 figures and 2 footnotes.)

The authors examined the role of familial risk and child characteristics in the association between the type of child care in infancy (maternal care [MC]) versus nonmaternal care [NMC]) and emotional/behavioral difficulties at 4 years old. Canadian families (N=1,358) with children between 1 and 12 months old were followed over 4 years. Family risks were found to moderate the association between type of child care and physical aggression. MC in infancy was associated with lower levels of physical aggression among children from a low-risk family background but not among those from a high-risk family background. The effect size was small (d=-0.16; confidence interval [CI]=-0.3, -0.01). Family risk and the sex of the child moderated the association between child care and emotional problems. MC in infancy was associated with a lower level of emotional difficulties among girls from low-risk families but not among boys or among children from high-risk families. The effect size was moderate (d=-0.44; CI=-0.65, -0.23). The study indicates that the effect of child care type in infancy varies by family and child characteristics.

This study examined how the link between neighborhood poverty and the timing of sexual initiation varies as a function of age, gender, and background characteristics. A sample of N = 2,596 predominately White Canadian adolescents from the National Longitudinal Survey of Children and Youth was used. Sexual initiations occurring between 12 and 15 years old were considered. Results showed that younger adolescent females who lived in poor neighborhoods and who had a history of conduct problems were more likely to report early sexual activity. Peer characteristics partly accounted for this susceptibility. Among adolescent males, no direct neighborhood effects were found, but those who had combined risks at multiple levels appeared more vulnerable. The theoretical and practical implications of these findings are discussed.

Using data from three waves of a large Canadian data set, we examine the relationship between two middle childhood trajectory variables, family dysfunction and anxiety. We draw upon family systems theory and developmental psychopathology, while attempting to expand their boundaries by capitalizing on the strengths within both approaches. Our data treatment strategy, guided by the life course analytical framework, included separate multivariate logits to examine this relationship, with and without the extent to, which selected explanatory risk variables predicted belonging to the highest family dysfunction trajectory. We also explored possible interactions between anxiety and explanatory risk variables. Supporting our hypothesis, a prolonged duration of high doses of family dysfunction was associated with the most extreme developmental trajectories of anxious behavior during middle childhood for both boys and girls. This relationship prevailed above and beyond the influence of other correlates of family dysfunction such as marital transition, socioeconomic status, family size, and depressive symptoms experienced by the informant (mostly mothers).

Because youth gangs tend to cluster in disadvantaged neighborhoods, adolescents living in such neighborhoods are more likely to encounter opportunities to join youth gangs. However, in the face of these opportunities, not all adolescents respond in the same manner. Those with preexisting psychopathic tendencies might be especially likely to join. In this study, we tested whether a combination of individual propensity and facilitating neighborhood conditions amplifies the probabilities of youth gang affiliation. A subset of 3,522 adolescents was selected from a nationally representative, prospective sample of Canadian youth. Psychopathic tendencies (i.e., a combination of high hyperactivity, low anxiety, and low prosociality as compared to national norms) were assessed through parent reports, while neighborhood characteristics (i.e., concentrated economic disadvantage and residential instability) were derived from the 2001 Census of Canada. Our results indicated that neighborhood residential instability, but not neighborhood concentrated economic disadvantage, interacted with individual propensity to predict youth gang membership. Adolescents with preexisting psychopathic tendencies appeared especially vulnerable mainly if they were raised in residentially unstable neighborhoods.

School readiness tests are significant predictors of early school achievement. Measuring school readiness on a large scale would be necessary for the implementation of intervention programs at the community level. However, assessment of school readiness is costly and time consuming. This study assesses the predictive value of a school readiness measure, the Early Development Instrument (EDI), which relies on kindergarten teachers' ratings of children's well-being and social, emotional, and cognitive development. We also compared the predictive value of the EDI with that of a direct school readiness test and a battery of cognitive tests. Data were collected when the children were in kindergarten and a year later, as part of Quebec's Longitudinal Study of Child Development. We found that that the EDI alone explained 36% of the variance in school achievement. The complete battery of measures explained 50% of the variance in early school achievement. Two of the EDI domains (Physical Health and Well-Being and Language and Cognitive Development) contributed uniquely to the prediction of school achievement over and above the cognitive assessments and direct school readiness test. The social and emotional domains of the EDI were at best marginal predictors of school achievement. In spite of this limitation, we conclude that the EDI predicts early school achievement as accurately as measures that take more time and resources to administer. (Contains 5 tables and 1 footnote.) [Additional funding for this article was provided by the Ministere de la sante et des services sociaux du Quebec, the Ministere de la famille et des aines du Quebec, and the Ministere de l'education, du loisir et du sport du Quebec; the Quebec Fund for Research Training and Support to Research, the Fonds de la recherche en sante du Quebec (FRSQ), the Fonds quebecois de la recherche sur la societe et la culture (FQRSC), and the Canadian Institutes of Health Research (CIHR); the Molson Foundation; and theFondation Lucie et Andre Chagnon.]

This study investigated associations between maternal prenatal smoking and physical aggression (PA), hyperactivity-impulsivity (HI) and co-occurring PA and HI between ages 17 and 42 months in a population sample of children born in Quebec (Canada) in 1997/1998 (N=1745). Trajectory model estimation showed three distinct developmental patterns for PA and four for HI. Multinomial regression analyses showed that prenatal smoking significantly predicted children's likelihood to follow different PA trajectories beyond the effects of other perinatal factors, parental psychopathology, family functioning and parenting, and socio-economic factors. However, prenatal smoking was not a significant predictor of HI in a model with the same control variables. Further multinomial regression analyses showed that, together with gender, presence of siblings and maternal hostile reactive parenting, prenatal smoking independently predicted co-occurring high PA and high HI compared to low levels of both behaviors, to high PA alone, and to high HI alone. These results show that maternal prenatal smoking predicts multiple behavior regulation problems in early childhood.

We examined the influence of income source within the context of persistent poverty on children's disruptive classroom behavior at age 12 and whether these associations were mediated by maternal supervision at ages 10 and 11. Using a subsample (N = 1,112) from the Quebec Longitudinal Study, we coded four economic circumstances indicating persistent poverty (income-to-needs ratio less than 1.5 times the poverty line) and income source (working poor, welfare dependent, work and welfare dependent, vs. never poor working) from ages 8 through 11. Children in welfare-dependent families showed an increase of 2.23 points on the disruptive scale compared with children in never-poor families, which could not be prospectively explained by maternal supervision. These results are above and beyond the influence of family structure, maternal characteristics, and early childhood disruptiveness. (Contains 3 figures and 1 table.)

Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and non-shared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness. [This research was partially supported by the Canadian Institutes of Health Research, the Canada Research Chair Program, the Fonds qurbecois de la recherche sur la societe et la culture (FQRSC), the Quebec Ministry of Health and Social Services, and the Fonds de la recherche en sante du Quebec.]

The objectives of the study were to model the developmental trajectories of physical aggression (PA) from toddlerhood to pre-adolescence and to identify risk factors that distinguish typical (normative) from atypical developmental patterns. Ten cohorts of approximately 1,000 children (n = 10,658) drawn form a nationally representative (Canadian) sample were followed over 6 years. Using a group based trajectory approach, we identified three groups of children with distinct developmental trajectories between 2 and 11 years of age. One third of the children (31.1%) followed a "low desisting" trajectory, reflected in infrequent use of PA in toddlerhood and virtually no PA by pre-adolescence. The majority of children (52.2%) followed a "moderate desisting" trajectory, reflected in occasional use of PA in toddlerhood and infrequent use by pre-adolescence. One sixth of the children (16.6%) followed a "high stable" trajectory of PA. Multivariate logistic regression indicated that children in the high PA trajectory group were more likely to be boys (OR: 1.67; CI: 1.5-1.87), from low income families (OR: 1.4; CI; 1.27-1.67), from families where the mother had not completed high school (OR: 1.20; CI: 1.05-1.38) and who reported using hostile/ineffective parenting strategies (OR: 1.16; CI: 1.14-1.18). In sum, the results indicate that the typical developmental pattern of PA was one of occasional and declining use over time. However, about one sixth of children, mostly boys from disadvantaged families, exhibited an atypical developmental pattern reflected in more frequent and stable use of PA. The results suggest that most children learned relatively well to inhibit PA by the end of childhood and that a minority failed to do so. Family risks traditionally found to be associated with antisocial behaviors during adolescence appear to interfere with the socialization of PA during early and middle childhood.

Background: Three different explanations have been given for the observation that adolescent gang members report more delinquent behaviour than their counterparts who do not affiliate with gangs: a) adolescents who commit more crimes join gangs (selection hypothesis); b) gang membership facilitates deviant behaviour (facilitation hypothesis); c) selection and facilitation work interactively (enhancement hypothesis). The aim of this study was to test these hypotheses, while controlling for self-reported delinquency, friends' delinquency, and individual as well as family characteristics. Method: The sample included 756 boys first assessed when they attended kindergarten in disadvantaged areas of Montreal. Gang membership was assessed at the ages of 14, 15 and 16 years. Delinquency and drug use data were collected from self-reports and court files at the same ages. Results: Gang members displayed far higher rates of delinquent behaviour and drug use than non-gang members. The results support the facilitation model for transient gang members (i.e., youths in a gang during only one of the three periods considered) and the enhancement model for stable gang members (i.e., youths in a gang for at least two of the periods considered), for person and property offenses. The association between gang membership and delinquency persisted after introducing the control variables. Additional analyses showed that the effect associated with belonging to a gang was beyond that of simply having delinquent friends. Conclusion: Preventing the creation and participation in such gangs should reduce the frequency of antisocial behaviour during adolescence.

The present 8-year longitudinal study had two goals. The first goal was to describe different trajectories of academic functioning during the transition to high school using a group-based trajectory method. The second goal was to determine if previous family and child characteristics (notably behavioural problems and prosociality) predict these trajectories. A total of 1003 mothers and teachers participated in the study. Results of the trajectory analysis revealed the presence of three groups. A first group experienced stable and high levels of academic functioning (63%), a second group experienced a significant drop in academic functioning (14%), and a third group experienced stable and low levels of academic functioning (23%). Logistic regression analyses showed that these groups differed in terms of early parental characteristics, child behavioural problems, and prosociality. These results are discussed in light of empirical findings on the transition to high school. (Contains 2 tables, 1 figure, and 2 footnotes.)