New ESRI study finds participation in afterschool clubs and centres is more common among higher income families, with this gap widening over time

While early childhood education and care has received a lot of research attention, there has been less focus on school-age childcare. New research published today by the ESRI, in cooperation with the Department for Children, Disability and Equality, explores patterns of afterschool care and socio-emotional and cognitive outcomes for children at age 9 and 13 in Ireland over a ten-year period. This study draws on two cohorts of the Growing Up in Ireland longitudinal study, covering children born a decade apart in 1998 and 2008.

Use of school-age childcare

A relatively small proportion of nine-year-olds were in any form of non-parental care during term time: 24 per cent among Cohort ’98 and 29 per cent of Cohort ’08. Care by relatives is the most common form of non-parental care, followed by childminding. Less than 5 per cent of 9-year-olds were in afterschool centres/clubs. Over the decade observed, the cost of afterschool care for parents has increased at a rate higher than inflation, particularly for those using childminders and afterschool clubs or centres.

The type of childcare used varies across families. Higher-income families are more likely to use childminders or group-based childcare, and the gap in afterschool centre use between income groups has widened over time. Maternal employment is the strongest predictor of use of afterschool centres and other forms of non-parental care. Childminders are more commonly used by those with the longest work hours. The use of afterschool centres is more prevalent in urban areas and the use of childminders more common in rural areas.

Outcomes for children

More formal care (childminders or centres) is associated with greater involvement in sports at age nine, while those being looked after by relatives or siblings read less for pleasure and are less likely to take part in cultural activities such as music lessons. Nine-year-olds in childminder or afterschool centres/clubs spent less time watching TV or being online. Among 13-year-olds, this difference was smaller because almost all owned a mobile phone.

At age 13, those cared for by relatives tend to have fewer friends and close friendships than their peers. This may be because being cared for in a different location constrained access to local peer networks. Those in afterschool clubs/centres or with childminders were more likely to be involved in sports clubs. The small group of 13-year-olds who looked after themselves or were cared for by siblings were less involved in cultural activities and read less. 

For Cohort ’98, 13-year-olds who were cared for by a childminder at age 9 tend to have higher reading and mathematics test scores. Additionally, those attending afterschool clubs or centres at age 13 show higher reading scores, even after accounting for their earlier reading performance.  For Cohort ’08, vocabulary test scores at age 13 are lower among those being looked after by relatives. However, any differences found are small and afterschool care-type is much less of an influence than family or school factors.

Children who attended afterschool clubs at age 9 show slightly more conduct or hyperactivity issues at age 13, but care type explains less than 1% of these differences

Policy implications

There has been significant policy development in school-age care over the last five years, which was too recent to influence the experience of the children and families in this study. Subsidies to parents for childcare costs through the National Childcare Scheme now cover children up to age 15. New regulations have also been introduced to improve standards.

Afterschool services have the potential to enhance children’s development, both cognitive and socio-emotional skills, in an interactive and play- or activity-based setting. The higher levels of externalising behaviour (conduct or hyperactivity issues) in group-based settings are concerning and suggest providers should focus more on developing children’s interpersonal and coping skills. While this study cannot assess care quality, it is likely a key factor influencing children’s experiences and outcomes.

Helen Russell, one of the co-authors of the report, said: “The study findings have important implications for policy development. Evidence of rising costs over time suggests that choice of afterschool care is constrained by income, with relative care remaining an important support for less advantaged groups. The largely privatised nature of the system has led to geographical variation in provision, with childminders playing a more important role in rural areas.”