Partnership Instability and Child Wellbeing during the Transition to Elementary School

Abstract

Data from the Fragile Families and Child Wellbeing Study (N = 2,957) are used to examine partnership instability and children’s wellbeing during the transition to elementary school. We find that coresidential transitions are related to externalizing, attention, and social problems. Mothers’ mental health and use of harsh parenting partially mediate the associations between coresidential transitions and child outcomes at age five. The impact of coresidential transitions on externalizing, attention, and social problems is stronger for boys than girls. Also, non-coresidential transitions predict externalizing and attention problems for White children but not for Hispanic children. Finally, the association between coresidential transitions and verbal ability is stronger for children with highly educated mothers than for children of less educated mothers.