Importance: Recent studies have associated the COVID-19 pandemic with negative developmental outcomes in children. However, research focused on young children remains limited, with few studies including multiple years of pre- and postpandemic onset data.Objective: To examine the impact of the COVID-19 pandemic on US kindergarteners’ developmental health.Design, Setting, and Participants: This repeated cross-sectional panel study examined developmental health trends, as measured by the Early Development Instrument (EDI), among a convenience sample US kindergarteners from 2010 to 2023. EDI data were obtained from 390 school districts across 19 states. Data were analyzed from June December 2024.Exposure: Kindergarteners’ developmental health was compared between prepandemic (2018 to 2020) and postpandemic (2021 to 2023) onset cohorts.Main Outcomes and Measures: Outcomes were EDI scores across time in 5 domains: (1) physical health and well-being, (2) social competence, (3) emotional maturity, (4) language and cognitive development, and (5) communication and general knowledge. The mean (95% CI) EDI scores were assessed.Results: In this sample of of 475 740 US kindergarten students, 242 869 were male (51.1%), there were 53 841 African American or Black students (11.4%), 263 037 Hispanic or Latino/a students (55.5%), and 95 258 White students (20.1%), and the mean (SD) age was 6 (0.4) years (range, 4.0-8.0 years). Compared with the immediate prepandemic onset period, the rate of change in EDI scores was significantly lower following the pandemic onset in language and cognitive development (mean change, −0.45; 95% CI, −0.48 to −0.43), social competence (mean change, −0.03; 95% CI, −0.06 to −0.01), and communication and general knowledge (mean change, −0.18; 95% CI, −0.22 to −0.15). EDI scores were significantly higher in emotional maturity (mean change, 0.05; 95% CI, 0.03 to 0.07), and no significant changes were observed in the physical health and well-being domain (mean change, 0; 95% CI, −0.01 to 0.02).Conclusions and Relevance: The COVID-19 pandemic was associated with varying developmental health outcomes in kindergarteners. Negative developmental trends existed immediately before the pandemic, with most persisting or slowing postpandemic onset. These results highlight troubling trends in kindergarteners’ development, both before and during the pandemic, and more information is needed to understand why developmental outcomes are worsening over time.

Under current and prominent definitions, the rates of parental involvement among Hispanic/Latino families have been historically low. However, empirical evidence suggests that parental involvement can be perceived/practiced in varied ways. This work explored these perceptions held by Spanish-speaking Hispanic/Latino families through focus groups (n = 10) and individual interviews (n = 23) with parents of school-age children. Findings suggest that Spanish-speaking parents define parental involvement to include the emphasis of educación (a recognition that children's moral compasses and respectful behavior are a part of their formal education) and a parent-centered approach (involving the children in the parents everyday life), while navigating language barriers. Both Spanish- and English-speaking parents endorsed low parent-teacher communication and strong educational aspirations for their children. That is, parents expressed wanting their children to have a better life than the lives the parents have experienced themselves. This study offers empirical evidence that Spanish-speaking families are highly involved in their children's academic development and perceive themselves to play a critical role in their children's educational success. A shared understanding of values including culturally responsive measures to assess diverse parental involvement practices and adopting a cultural lens among teachers/educators is needed to accommodate diverse cultural parental involvement practices. Study findings can inform policies and practice to help pre-service teachers and educators to understand factors that determine Spanish-speaking families' engagement in school-based parental involvement.

Child abuse and neglect (CAN) is a complex issue that is subject to both under- and overreporting; yet, research into the underlying neighborhood-level drivers of these practices remains limited. The current study gathered perspectives from 30 child protective service (CPS) workers and agency leaders in Southern California neighborhoods to identify perceptions of social and contextual neighborhood factors that might influence over- and underreporting of CAN. The data were analyzed using a grounded theory approach, which revealed five themes: (a) neighborhood conflict, (b) neighborhood fear and mistrust, (c) neighborhood norms, (d) poor CAN reporting knowledge, and (e) mandated reporters’ discretion. These themes highlight the potential impact of neighborhood contexts and social dynamics on CAN reporting practices, emphasizing the need for prevention and early intervention neighborhood-level initiatives that improve CPS relationships within their local community.