Children in Double Jeopardy: The Convergence of Family Mobility and School Mobility

Year: 1985

Author: King, R.

Type of paper: Abstract refereed

Frequent changes in significant environments of persons often prove disruptive to their social relations and adversely effect their performance. Research findings consistent with this view indicate that school children from residentially mobile families under-achieve in school.
However, findings from a number of studies which compared children from residentially mobile and non-mobile families showed that the academic performance of the residentially mobile children was not significantly different and in some cases was comparatively better.

Data from the case studies reported here suggest that those equivocal research findings from other studies may be attribut- able to a missing intervening factor in the relationship between family residential mobility and school performance, that is, the mobility of the school itself. It is proposed therefore that a more complete explanation of the consequences of family mobility for the school performance of children, would take account of the level of mobility within the school environment including mobility within the classroom and within the school as a whole.

To date no studies have measured the effects of mobility as a characteristic of learning environments and specifically the effects of mobile school environments on the school performance of children.