Evaluating risk factors in relation to preschool social–emotional skills using a person‐centred approach

Abstract Few studies have utilised a person‐centred approach when it comes to understanding risk factors in young children. The present study uses this type of approach while examining risk factors in relation to social–emotional skills. Parent reports for 444 preschool‐aged children disclosed each child's exposure to eight different risk factors, as well as their social–emotional abilities. A latent class analysis was utilised to examine subgroups of risk, rather than using a cumulative approach, to see whether specific risk factors differentiated participants. Subgroup differences in distal social–emotional skills were then examined. The subgroup with systemic, economic and parent stress risk factors showed the lowest social–emotional abilities, in comparison to subgroups with only systemic or a combination of systemic and economic risks. These results suggest that addressing parent stress may be particularly relevant when considering children's social–emotional development. Implications for interventions and clinical practice are discussed.