Aims: (1) Is there a direct link, independent of cognition, between parental SES and NCS in childhood?(2) What specific socio-environmental factors in the child's home, school and neighbourhood environments influence the link between parental SES and child NCS? (3) How does within-in SES variation impact the socialisation of NCS? Specifically, given the presence of environmental risks, what are the most important protective factors for NCS development?(4) Are there intergenerational links between maternal school attitudes and childhood experiences, and NCS in offspring?

Confounding variables:

(1) Childhood cognition, as measured at age 8 with an IQ test and by teacher reports of general ability level.(2) Childhood temperament, as measured at 24 months.(3) Socio-environmental exposures (in the home, neighbourhood, and school) measured at the same time point as the outcome variables.