Investigating how children's body responses affect their readiness for school.
Official title: Early Education, School Readiness, and Early School Success Among Children In Poverty: Exploring the Role of Parasympathetic Function in the Preschool Classroom
Funded at Univ of North Carolina Chapel Hill · NIH-10801074 · Data updated 2026-11-12
This study is looking at how kids' feelings and social skills affect their readiness for school, especially for those from low-income families, and it hopes to help improve learning for these children by understanding their experiences in the classroom.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Univ of North Carolina Chapel Hill NIH-funded |
| Lab location | 1 site (Chapel Hill, United States) |
| Project start | September 1, 2024 |
| Project end | June 30, 2028 |
| Funding year | 2024 |
| Award (this year) | $707,203 |
| NIH project number | 1R01HD111642-01A1 |
| Project ID | NIH-10801074 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are children aged 0-11 years from low-income families who are preparing to enter kindergarten.
✕Less likely to help
Children from higher-income families or those who are not entering kindergarten may not benefit from this research.
What this research studies
This research explores the relationship between children's physiological responses and their readiness for school, particularly focusing on low-income children. It aims to understand how factors like emotional and social skills, alongside traditional cognitive assessments, influence academic success in early education settings. By enrolling a diverse group of 270 children from around 30 classrooms, the study will gather data on how classroom environments impact children's functioning and readiness. The goal is to fill gaps in current knowledge and improve educational outcomes for disadvantaged children.
Why it matters
Potential benefit: If successful, this research could lead to improved educational strategies that enhance school readiness and academic success for low-income children.
How similar studies have gone: Previous research has shown that understanding the interplay between physiological functioning and educational outcomes can lead to significant improvements in early childhood education.
Where this research is happening
-
Univ of North Carolina Chapel Hill
Chapel Hill, United States Active
Researchers
- Principal investigator: Propper, Cathi Barbra — Univ of North Carolina Chapel Hill
- Study coordinator: Propper, Cathi Barbra
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.