title: Learning difficulties among children separated from a parent.
abstract: OBJECTIVE
  To study the relationship between experiencing separation from parents and having learning difficulties among children in a community-based sample.
  
  
  METHODS
  In 2003, parents of children entering kindergarten in the city of Rochester completed a survey assessing the child's social background, medical history, and behavioral profile. Children separated from parents for >1 month were compared with those who had never been away for >1 month on 4 validated developmental measures (range, 1-4): a learning scale, an expressive language scale, a preliteracy scale, and a speech scale. Bivariate analyses and multivariate logistic regression analyses were used to determine associations between separation from parents and learning difficulties.
  
  
  RESULTS
  Among the 1619 children, 18% had been separated from a parent for >1 month at least once (11% once, 7% > or =2 times). Separated children scored worse compared with those without separations on learning (3.14 vs 3.28, P = .001) and preliteracy (2.21 vs 2.35, P = .03). Higher rates of learning difficulties (26.7% vs 16.7%, P < .001) and preliteracy problems (25.9% vs 18.7%, P = .01) were noted among those who had been separated versus those who had not. In multivariable modeling, separation was associated with learning problems (adjusted odds ratio, 1.71; 95% confidence interval, 1.18-2.49) and preliteracy problems (adjusted odds ratio, 1.46; 95% confidence interval, 1.04-2.05) when adjusted for demographic, medical, and social factors.
  
  
  CONCLUSIONS
  Urban children who have experienced separation from a parent may have more learning difficulties at entrance to kindergarten. Screening and intervention practices to remedy these challenges may better equip such young children to succeed when they enter school.
authors.affiliation: Division of General Pediatrics and Strong Children's Research Center, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA. Sandra_Jee@urmc.rochester.edu
authors.forename: Sandra H
authors.initials: SH
authors.lastname: Jee
authors.forename: Kelly M
authors.initials: KM
authors.lastname: Conn
authors.forename: Wendy J
authors.initials: WJ
authors.lastname: Nilsen
authors.forename: Moira A
authors.initials: MA
authors.lastname: Szilagyi
authors.forename: Emma
authors.initials: E
authors.lastname: Forbes-Jones
authors.forename: Jill S
authors.initials: JS
authors.lastname: Halterman
mesh_terms: D002675:Child, Preschool; D003430:Cross-Sectional Studies; D004243:Divorce / Q000523:psychology*; D005260:Female; D006306:Health Surveys; D006801:Humans; D007859:Learning Disabilities / Q000209:etiology*; D008297:Male; D010287:Parent-Child Relations; D012111:Residence Characteristics; D012307:Risk Factors; D012959:Socioeconomic Factors; D013997:Time Factors; D014504:Urban Health