Methods: We utilized the national dataset, the fifth wave (nine-year-old children) from the Fragile Families and Child Wellbeing study. With a sample size of 1674, we employed ordinary least square regression analysis to examine the association between after-school arrangements (ASPs, parental, adult [e.g., relative care], and non-adult care) and children’s verbal, symbolic learning, and math skills in low-income, middle-income, and higher-income households.
Results: In lower-income households (n = 523), children in adult care (e.g., relative care) reported higher verbal and math scores than children in ASPs (B = 6.31, p < 0.05; B = 9.62, p < 0.05, respectively). In middle-income households (n = 523), children in adult care (e.g., relative care) reported higher verbal and math scores than children in ASPs (B = 6.31, p < 0.05; B = 9.62, p < 0.05, respectively). In higher-income households (n = 604), children in parental and non-adult care reported higher math scores than children in ASPs (B = 11.30, p < 0.01; B = 14.13, p < 0.01, respectively).
Conclusion and Implications: Our study findings demonstrated that children in informal care, in particular, adult care (e.g., relative care), showed positive academic/cognitive outcomes for low-income elementary school children when comparing children in ASPs. Based on our study findings, we present implications for developing ASPs in schools and communities to improve the quality of programs and cognitive and academic outcomes for elementary school children.
School social workers and educators need to assess and evaluate ASP environments to determine whether thequality of staff/instructors, educational materials, and activities satisfy children’s developmental needs. Additionally, building partnerships with educators, parents, organizations, and public sectors can gather resources in communities andaid program improvement.
Future qualitative studies are recommended to observe how adults (relatives) interact with their elementary school-aged children after school, inside and outside the home, to understand the positive associations with children’s cognitive outcomes. Childcare subsidies can be used to contribute to improved cognitive outcomes for children, particularly those from economically disadvantaged backgrounds, by compensating adults who supervise children after school. Overall, offering childcare subsidies for caregivers providing after-school care in economically disadvantaged families can be a strategic intervention to support children's cognitive development, promote social equity, and foster a more inclusive society. It is an investment in the future well-being of both children and communities.