Residential mobility, or frequent moving from one residence to another, has significant and often detrimental long-term effects on cognitive and academic outcomes, particularly for children. These effects are largely mediated by disruptions to schooling and social networks, both of which are critical for consistent learning and socio-emotional development. The negative consequences are often amplified for children from low-income families, who are more likely to experience residential instability.
Disruptions to schooling are a primary mechanism through which residential mobility affects cognitive and academic outcomes. Each time a child moves, they must adjust to a new school environment, including a new curriculum, teaching styles, expectations, and peer group. This transition can be stressful and time-consuming, requiring the child to catch up on missed material, adapt to new classroom norms, and build relationships with new teachers and classmates. These adjustments can be particularly challenging for children who are already struggling academically or who have learning disabilities.
The frequent changes in schools associated with residential mobility can lead to gaps in knowledge and skills, making it difficult for children to keep up with their peers. They may miss important foundational concepts, which can hinder their progress in subsequent grades. For example, a child who moves frequently may miss key lessons in mathematics, leading to difficulties in later math courses. This can result in a cumulative deficit, where each move exacerbates the learning gaps and reduces the child's overall academic achievement.
Moreover, changes in school quality can also impact academic outcomes. Children who move frequently may be more likely to attend under-resourced schools with less experienced teachers, larger class sizes, and....
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