The impact of child flourishing on school readiness: a structural equation modeling approach

This study investigates the relationship between child flourishing and multiple domains of school readiness in early childhood using data from the 2022 National Survey of Children’s Health. Employing structural equation modeling, we examined how child flourishing predicts motor development, self-regulation, social-emotional development, and early learning skills in children aged 3–5 years (N = 10,766). Child flourishing was positively associated with social-emotional development (β = .655, p < .001), self-regulation (β = .424, p < .001), and early learning skills (β = .307, p < .001). Contrary to expectations, child flourishing was negatively related to motor skills (β = −.265, p < .001). Results highlight the complex interplay between overall child well-being and specific components of school readiness. This study demonstrates the importance of nurturing children’s holistic flourishing for academic success, while also revealing potential trade-offs in developmental domains. Implications for early childhood education policies and interventions are discussed.