Investigating how stress affects brain development and emotional skills in infants
Official title: Longitudinal investigation of the relations among stress, brain activity, neurocognitive skill, and socioemotional functioning during infancy
Funded at Columbia University Teachers College · NIH-10910254 · Data updated 2026-11-12
This study is looking at how stress affects babies' brains and their ability to think and feel as they grow, so we can find ways to help them develop better skills during important early stages of life.
Quick facts
| Grant type | NIH-funded research |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Columbia University Teachers College NIH-funded |
| Lab location | 1 site (New York, United States) |
| Project start | September 1, 2023 |
| Project end | August 31, 2026 |
| Funding year | 2024 |
| Award (this year) | $246,507 |
| NIH project number | 5R00HD104923-04 |
| Project ID | NIH-10910254 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are infants and young children, particularly those exposed to chronic stress, from racially and ethnically diverse backgrounds.
✕Less likely to help
Patients who are older than 11 years or those without exposure to chronic stress may not benefit from this research.
What this research studies
This research explores the connections between stress, brain activity, and the development of cognitive and emotional skills in infants. By examining how chronic stress impacts brain development, the study aims to understand the long-term effects on children's neurocognitive and socioemotional functioning. The research employs advanced techniques such as EEG analysis and eye tracking to gather data on infants from diverse backgrounds. This approach will help identify critical periods for early intervention and support.
Why it matters
Potential benefit: If successful, this research could lead to improved strategies for early intervention in children affected by stress, enhancing their cognitive and emotional development.
How similar studies have gone: Previous research has shown promising results in understanding the impact of stress on brain development, indicating that this approach has potential for significant findings.
Where this research is happening
-
Columbia University Teachers College
New York, United States Active
Researchers
- Principal investigator: Troller-Renfree, Sonya Violet — Columbia University Teachers College
- Study coordinator: Troller-Renfree, Sonya Violet
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.