Early Brain Development Addressing Needs Through A collective Impact Approach Allison Logan, BS-Ed, MS Early Childhood Project Manager United Way of Coastal Fairfield County alogan@unitedwaycfc.org

What does the research say? The science of child development shows that the foundation for sound mental health is built early in life, as early experiences—which include children’s relationships with parents, caregivers, relatives, teachers, and peers— shape the architecture of the developing brain. Disruptions in this developmental process can impair a child’s capacities for learning and relating to others, with lifelong implications. For society, many costly problems, ranging from the failure to complete high school to incarceration to homelessness, could be dramatically reduced if attention were paid to improving children’s environments of relationships and experiences early in life.

But there is not just “one” science… Science of poverty, scarcity & racism Science of adversity, trauma & toxic stress Neuroscience: Early brain development Executive function & self-regulation skills for children, youth & young adults Mindfulness, grit and joy Empathy Science of resilience: Building strength in the face of adversity Implementation Science Dr. Janice Gruendel, 2016

Significant mental health problems can and do occur in young children. The Facts: Impairment occurs as a result of the interaction between a child’s genetic predispositions and his or her exposure to significant adversity in their environment. Our genes contain instructions that tell our bodies how to work, but the environment leaves a “signature” on the genes that authorizes or prevents those instructions from being carried out—or even speeds up or slows down genetic activity. Egger & Angold: Center for the Developing Child

Experiencing toxic stress can increase the likelihood of mental health issues. The Facts: Can damage the architecture of the developing brain Life circumstances associated with family stress, such as persistent poverty, threatening neighborhoods, homelessness and very poor child care conditions elevate the risk of serious mental health problems. Significant mental health problems may emerge quickly or years later. Can impair school readiness and academic achievement. Lasting effects on self-regulation, emotional adaptability, relating to others and self understanding can linger into adulthood. Center for the Developing Child

Significant Adversity Impairs Early Development within First 3 Years 100% 80% Children with Developmental Delays 60% 40% The cumulative effects of adversity can pile up to derail the process of healthy development and dramatically increase the odds of developmental delays. This study followed children ages birth to 36 months who had been maltreated and found that the more risk factors they experienced, the greater their chance of experiencing problems in cognitive, social, emotional, and physical development. Risk factors included in this study are the following: [note to presenter, the percentage of children experiencing that risk factor in parentheses] Child Maltreatment (100%) Caregiver Mental Health Problem (30%) Minority Status (58%) Low Caregiver Education (29%) Single Caregiver (48%) Biomedical Risk Condition (22%) Poverty (46%) Teen-aged Caregiver (19%) Domestic Violence (40%) 4 or More Children in Home (14%) Caregiver Substance Abuse (39%) It should also be noted that young children from birth to three years of age have the highest rate of maltreatment of any age group in the U.S. (16.1 per 1,000). Source: Barth, R. P., et al. (2008). Developmental status and early intervention service needs of maltreated children. Washington, DC: U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. 20% 1-2 3 4 5 6 7 Data Source: Barth, et al. (2008) Number of Risk Factors 6 Graphic adapted from 2011, Center on the Developing Child at Harvard University

Intergenerational Challenges Adversity, toxic stress and trauma, including poverty, in early childhood… Can impact adult health and mental health over the lifetime and can negatively impact a parent’s capacity for positive parenting… Which impact the development of their own young children’s brains and body systems, and the cycle continues… Dr. Janice Gruendel, 2016

So, what do we know? The early years really matter Brains grow through a “serve and return” relationship with primary caregivers, including parents and other kin, child care people and teachers Chronic, high levels of stress (including from poverty) negatively impact these relationships and can hurt brain development Responsible, reciprocal parenting can buffer adversity, trauma and scarcity A child’s developmental delays, cognitive, social-emotional and behavioral challenges--and chronic absences--can delay development, reduce school readiness and early school performance Some children enter PK and K way behind expectations Attention to health, learning and literacy cannot be limited to the school day or the school year The earlier we address family adversity and challenges, the greater the likelihood of child and family success Dr. Janice Gruendel, 2016

A Paradigm Shift For decades communities have worked to improve student achievement through a piecemeal set of reforms and siloed set of systems and programs. These efforts have not led to the desired improvements in student achievement, calling for a dramatically different means of supporting student success.

Shared Community Vision | All participants have a shared vision for change, as well as a common understanding of the problem and how they will work collectively to solve it. Evidence Based Decision Making | Partnerships make decisions based on local data that shows areas of need and promising practices that are already working for kids. Collaborative Action | Community members come together to use data to collectively move outcomes. Investment and Sustainability | Partnerships initiate or redirect resources (time, talent and treasure) toward data-based practices on an ongoing basis, and engages the community to ensure long-term sustainability.

Cradle to Career Collective Impact Initiatives

Resource Publications: What did we find? Baseline Report Download all of these at www.unitedwaycfc.org Chapter 2 Report

Birth- 3 Community Action Network (CAN) What Did We Find? Chronic poverty- exposes children to toxic stress, Adverse Childhood Experiences (ACES)- also, chronic stress and depression in parents Essential developmental screening tools- not clear which are in use, who administers them, how information is shared with parents and collectively what the data shows Home Visitation programs- effective, but limited reach Entering Head Start- only 3 in 10 “often demonstrate” mastery in physical, social-emotional and cognitive skills 9% ages B-3 were served by Connecticut’s Birth to Three System- low percentage based on level of need in the city. 6,000 B-3 children- 979 licensed slots in group and family care homes

What do we do next? Survey agencies - determine developmental screening tools used and engage the OEC - expansion of best practices Developing a framework for universal access for home visiting services Expanding focus for early care- state funded, licensed family care homes, informal family/friend/neighbor care Unique child identifiers- cohort analysis (through B through 8 system)

PreK-3rd Community Action Network (CAN) What Did We Find? 7 in 10 attend early education- inconsistent with 3 in 10 ready for Kindergarten Head Start- effective in development of physical, social/emotional and language Over 90% capacity- 3 and 4 year olds in licensed early education centers Multiple funding streams- difficult to administer and creates inequities At many schools- high rates of chronic absenteeism, disciplinary actions and mobility Evidence that FRC’s are effective- basic needs and supports (including afterschool and summer) could improve students' readiness and ability to learn.

What do we do next? Work with the OEC – streamline and simplify PreK funding methods Merged with the Universal PreK Initiative to advance high quality, universal PreK in the city Expansion of data driven programs that address family adversity to combat student learning challenges Developing data sharing agreements with Head Start and BPS Enrollment PreK to K transition Chronic absences, suspensions, mobility K-3 family engagement

The Evolution of Phase II CAN Work B-3 and PK-3rd CANs meet monthly at a set time to discuss progress and create action plans Home Visiting & Developmental Screening Early Care and Education FRC Afterschool/Summer UPK CTPAF, Funding, Data Collection 3 School Deep Dive W O R K G U P S Based on a Foundation of Data Driven Decision Making

What would a potential HV/EC “bundle” look like? Light Touch/Universal Hospital-Based Bridgeport Basics Existing EBP- Centralized POA CDI Early care and Education Outcome Home visits, screenings, information and support for all parents of newborns- referrals to services for families at risk Light touch/universal parenting support, community/faith based. Intensive, evidence-based health, education and parenting programs for high-risk families and those who need extra help. Centralized POA (CDI) High-quality child care/education for all families who need it so parents can work. Education and culture change so good health, education and parenting practices become the norm and help-seeking is expected

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