Head Start Impact on Social–Emotional Outcomes for Children With Disabilities

Abstract

Objective: Using the Head Start Impact Study data, this study examines Head Start’s impacts on social–emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social–emotional outcomes for children with disabilities and whether Head Start’s impact differs depending on these factors. Results: Children with multiple disabilities, an IEP, and SSI had lower social–emotional scores. Head Start impact was found for the following subgroups: children with no disabilities, children who never received an IEP, children living in a higher income household, and Black children. Conclusions: Head Start should identify potential disabilities early and support the provision of adequate services to increase social–emotional outcomes for children with disabilities.