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This study examined parent-child and teacher-student relationships to understand their roles in children's social and behavioral outcomes across home and school contexts in the 1st, 3rd, and 5th grades. Using data from the NICHD Study of Early Child Care and Youth Development (N=1,108), we analyzed additive and interactive associations of these attachment relationships with children's social skills and externalizing behaviors. Findings indicate that both conflict and closeness with parents and teachers link to child outcomes differently across contexts, with significant cross-context interactive effects demonstrating the complex interplay between these relationships in shaping children’s social development. This underscores the need for coordinated efforts across home and school environments and highlights the importance of adopting an ecological approach in developmental research.