Gaps in cognitive development between economically advantaged and disadvantaged children open up early in life and remain largely constant through the school years.

Early childhood intervention programs and other school-based programs have attempted to close these gaps, but these efforts have been only modestly successful. Researchers have begun to explore factors outside of school environments that could contribute to these achievement gaps. Differences in parenting behavior play an important role in creating and sustaining income-based gaps in children’s cognitive and non-cognitive skills. Programs for parents aimed at increasing mindfulness, or activities that focus attention on present thoughts and emotions, may help: reducing the cognitive demands of stress, increasing parents’ focus and attention on their children, and promoting their children’s successful development.

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