Paternal Depression at Kindergarten Entry and Teacher-Reported Behavior at Age 9 Years

Kristine Schmitz; Kelly Noonan; Hope Corman; Jenny M. Nguyen; Manuel E. Jimenez; Nancy E. Reichman

doi:10.1016/j.amepre.2025.01.017

Paternal Depression at Kindergarten Entry and Teacher-Reported Behavior at Age 9 Years

Kristine Schmitz, Kelly Noonan, Hope Corman, Jenny M. Nguyen, Manuel E. Jimenez, Nancy E. Reichman

Rutgers, The State University, Princeton University

Research output: Contribution to journal › Article › peer-review

Abstract

Introduction: This study investigated associations between paternal depression when children were age 5 years and teacher-reported behavioral problems at age 9 years. Methods: 1,422 children in a U.S. cohort study of mostly nonmarital births were studied. Data collection, which is ongoing, began in 1998–2000. Behavioral outcomes were measured in 2009–2010, when the children transitioned to middle school. Analysis was conducted in 2023–2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 sSD above mean) or low (≥1 SD below mean) scores were estimated. Results: Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR=1.36; 95% CI=1.02, 1.82), 37% higher hyperactive score (IRR=1.37; 95% CI=1.11, 1.69) and 25% higher ADHD score (IRR=1.25; 95% CI=1.08, 1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78 to 1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills. Conclusions: Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9 years. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.

Original language	American English
Pages (from-to)	1051-1060
Number of pages	10
Journal	American Journal of Preventive Medicine
Volume	68
Issue number	6
DOIs	https://doi.org/10.1016/j.amepre.2025.01.017
State	Published - Jun 2025

ASJC Scopus subject areas

Epidemiology
Public Health, Environmental and Occupational Health

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10.1016/j.amepre.2025.01.017

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title = "Paternal Depression at Kindergarten Entry and Teacher-Reported Behavior at Age 9 Years",

abstract = "Introduction: This study investigated associations between paternal depression when children were age 5 years and teacher-reported behavioral problems at age 9 years. Methods: 1,422 children in a U.S. cohort study of mostly nonmarital births were studied. Data collection, which is ongoing, began in 1998–2000. Behavioral outcomes were measured in 2009–2010, when the children transitioned to middle school. Analysis was conducted in 2023–2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 sSD above mean) or low (≥1 SD below mean) scores were estimated. Results: Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR=1.36; 95% CI=1.02, 1.82), 37% higher hyperactive score (IRR=1.37; 95% CI=1.11, 1.69) and 25% higher ADHD score (IRR=1.25; 95% CI=1.08, 1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78 to 1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills. Conclusions: Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9 years. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.",

author = "Kristine Schmitz and Kelly Noonan and Hope Corman and Nguyen, {Jenny M.} and Jimenez, {Manuel E.} and Reichman, {Nancy E.}",

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AU - Noonan, Kelly

AU - Corman, Hope

AU - Nguyen, Jenny M.

AU - Jimenez, Manuel E.

AU - Reichman, Nancy E.

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N2 - Introduction: This study investigated associations between paternal depression when children were age 5 years and teacher-reported behavioral problems at age 9 years. Methods: 1,422 children in a U.S. cohort study of mostly nonmarital births were studied. Data collection, which is ongoing, began in 1998–2000. Behavioral outcomes were measured in 2009–2010, when the children transitioned to middle school. Analysis was conducted in 2023–2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 sSD above mean) or low (≥1 SD below mean) scores were estimated. Results: Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR=1.36; 95% CI=1.02, 1.82), 37% higher hyperactive score (IRR=1.37; 95% CI=1.11, 1.69) and 25% higher ADHD score (IRR=1.25; 95% CI=1.08, 1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78 to 1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills. Conclusions: Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9 years. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.

AB - Introduction: This study investigated associations between paternal depression when children were age 5 years and teacher-reported behavioral problems at age 9 years. Methods: 1,422 children in a U.S. cohort study of mostly nonmarital births were studied. Data collection, which is ongoing, began in 1998–2000. Behavioral outcomes were measured in 2009–2010, when the children transitioned to middle school. Analysis was conducted in 2023–2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 sSD above mean) or low (≥1 SD below mean) scores were estimated. Results: Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR=1.36; 95% CI=1.02, 1.82), 37% higher hyperactive score (IRR=1.37; 95% CI=1.11, 1.69) and 25% higher ADHD score (IRR=1.25; 95% CI=1.08, 1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78 to 1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills. Conclusions: Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9 years. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.

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JO - American Journal of Preventive Medicine

JF - American Journal of Preventive Medicine

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ER -

Paternal Depression at Kindergarten Entry and Teacher-Reported Behavior at Age 9 Years

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