The role of energy balance related behaviors in socioeconomic inequalities in childhood body mass index: A comparative analysis of Germany, the Netherlands, the United Kingdom, and the United States.

Socioeconomic inequalities in childhood Body Mass Index (BMI) are becoming increasingly more pronounced across the world. Although countries differ in the direction and strength of these inequalities, cross-national comparative research on this topic is rare. This paper draws on harmonized longitudinal cohort data from four wealthy countries-Germany, the Netherlands, the United Kingdom (UK), and the United States (US)-to 1) map cross-country differences in the magnitude of socioeconomic inequalities in childhood BMI, and 2) to examine cross-country differences in the role of three energy-balance-related behaviors-physical activity, screen time, and breakfast consumption-in explaining these inequalities. Children were aged 5-7 at our first timepoint and were followed up at age 8-11. We used data from the German National Educational Panel Study, the Dutch Generation R study, the UK Millennium Cohort Study and the US Early Childhood Longitudinal-Kindergarten Study. All countries revealed significant inequalities in childhood BMI. The US stood out in having the largest inequalities. Overall, inequalities between children with low versus medium educated parents were smaller than those between children with high versus medium educated parents. The role of energy-balance-related behaviors in explaining inequalities in BMI was surprisingly consistent. Across countries, physical activity did not, while screen time and breakfast consumption did play a role. The only exception was that breakfast consumption did not play a role in the US. Cross-country differences emerged in the relative contribution of each behavior in explaining inequalities in BMI: Breakfast consumption was most important in the UK, screen time explained most in Germany and the US, and breakfast consumption and screen time were equally important in the Netherlands. Our findings suggest that what constitutes the most effective policy intervention differs across countries and that these should target both children from medium as well as low educated families.

The multiple mediators of early differences in academic abilities by parental financial resources in Germany.

This paper examines the mediators of differences in academic abilities by parental income and wealth among pre-schoolers in Germany. Families' investment, parental stress and parenting, neighbourhood effects, and parents' educational norms and aspirations are considered as mediators. Unlike most existing studies, we explicitly consider the interdependence of these mediators and, therefore, apply sequential joint mediation analysis. We find that children in income-poor households score up to 0.34 standard deviations lower and children in households with a negative net worth up to 0.24 standard deviations lower in tests of academic ability, even when controlling for a comprehensive set of other familial characteristics. All mediators together explain on average 47% of the differences by income, but only 17% of the wealth differences. Parental investment is the most important mediator, followed by neighbourhood effects. Parental Stress, mother-child interaction quality, and educational norms and aspirations seem to be less relevant as mediators.