Pre-primary education attendance protects against peer rejection in sixth grade

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00142258" target="_blank" >RIV/00216224:14210/25:00142258 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1007/s11218-025-10121-w" target="_blank" >https://doi.org/10.1007/s11218-025-10121-w</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11218-025-10121-w" target="_blank" >10.1007/s11218-025-10121-w</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pre-primary education attendance protects against peer rejection in sixth grade

Popis výsledku v původním jazyce

Peer relationships in schools play a crucial role in children’s social and emotional development. Ethnic minority students and those with parents who have low education are especially vulnerable to negative social outcomes, such as peer rejection, which can lead to mental health problems. Pre-primary education has been hypothesized to provide early socialization opportunities that may protect against these adverse outcomes. This study examines the long-term effects of pre-primary education on peer relationships in sixth grade using a stratified random sample of 2,397 sixth-grade students from the Czech Republic. The findings reveal that students who attended pre-primary education for more than one year, are less rejected compared to those who did not attend. Ethnic minority students and those with parents without higher education are identified as more prone to peer rejection, underscoring the challenges these groups face in school. Importantly, this study shows that pre-primary education provides some protective effect against peer rejection for these vulnerable groups. The study highlights the need for policies supporting universal access to high-quality pre-primary education, especially for children from disadvantaged backgrounds.

Název v anglickém jazyce

Pre-primary education attendance protects against peer rejection in sixth grade

Popis výsledku anglicky

Peer relationships in schools play a crucial role in children’s social and emotional development. Ethnic minority students and those with parents who have low education are especially vulnerable to negative social outcomes, such as peer rejection, which can lead to mental health problems. Pre-primary education has been hypothesized to provide early socialization opportunities that may protect against these adverse outcomes. This study examines the long-term effects of pre-primary education on peer relationships in sixth grade using a stratified random sample of 2,397 sixth-grade students from the Czech Republic. The findings reveal that students who attended pre-primary education for more than one year, are less rejected compared to those who did not attend. Ethnic minority students and those with parents without higher education are identified as more prone to peer rejection, underscoring the challenges these groups face in school. Importantly, this study shows that pre-primary education provides some protective effect against peer rejection for these vulnerable groups. The study highlights the need for policies supporting universal access to high-quality pre-primary education, especially for children from disadvantaged backgrounds.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Social Psychology of Education

ISSN

1381-2890

e-ISSN

1573-1928

Svazek periodika

28

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

12

Strana od-do

1-12

Kód UT WoS článku

001592032500001

EID výsledku v databázi Scopus

2-s2.0-105018786934