Change and Stability in Cohabitation and Children’s Educational Adjustment

Abstract

This study examines the short-term effects of change and stability in family type on the educational adjustment of children aged 10-15 years. Data for study are drawn from five waves of the Canadian National Longitudinal Survey of Children and Youth. Our focus is on comparing cohabiting (biological and step) families and marital families. No differences are observed for changes in school engagement based on cohabitation. Perceived achievement shows greater declines for children in stable cohabiting relationships compared to stable marital relationships. Children from families in which a cohabiting relationship dissolved over a two-year period do not differ from children from stable cohabiting families. Children from families in which a marital relationship dissolved report significantly less school engagement and perceived achievement than children from stable married families. The dissolution of a cohabiting relationship has more negative effects on children’s education than divorce. These differences remain after accounting for socioeconomic status and family process.

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