ABSTRACT
Science works to improve well-being across the life course by contributing to decision making in public policy and practice. Yet, the capacity of science to inform policy and practice is affected by many challenges that face child well-being as a new field of study and interest. Some of these challenges are easily identifiable as “scientific” because they are matters of theory, research methodology, or information technology. Other challenges affect our ability to apply what can be learned through science. These applications are limited by (a) the social will and resources that the public is willing to invest in children’s well-being, (b) cultural assumptions about determinants of well-being and whether they can be changed, and (c) social disparities that limit access to resources for those whose physical, cognitive, and social-emotional capacities are less developed and reinforce access and availability for those whose capacities are already strong. Additional challenges and alternate approaches are that:
Few sources bring together information about the different dimensions of child development and even fewer attempt to integrate this information across developmental stages. A more holistic approach would help link scientific information and those interested in children.
Children are often viewed as a collection of problems or at risk conditions. Focus on a more strengths-based approach including foundational strengths of well-being can under gird success and happiness across the life course.
Some dimensions of child well-being are underappreciated areas (social and emotional development) that have a huge impact on more visible areas of interest (cognitive performance in school). Social and emotional development needs to be built into existing interventions.
Not all sectors of the community are attentive to child health and development. Developing a strong social will to support child well-being depends on engaging a broad group of stakeholders.
Decision makers need an accessible evidence base of what works that communities can adapt to local circumstances. Clear and accessible information about practices and policies that work could help communities build on success instead of starting from scratch, program by program.
Appropriate measures and indicators are unavailable for tracking some of the most important outcomes for child well-being. A larger set of usable indicators would help decision makers understand the value of their investment in child well-being.
Strategic action to eliminate disparities in child health and development is hampered by inequitable resource allocation. Scientific information about the relative costs and benefits of various choices can impact decisions about resources.
