| Research suggests that children who are the result of planned pregnancies and who are raised by both biological parents in low-conflict families will have more optimal outcomes in the early years of school (Barber, Axinn, & Thornton, 1999; Moore & Manlove et al., 1997; Morrison & Coiro, 1999; Thompson et al., 1992). Children who live with only one parent may benefit from the active involvement of their other parent, as long as that contact is positive, although the research in this area is limited and mixed. Financial support from non-resident parents has been found to promote children’s school success (Furstenberg, 1995; King, 1994; Knox & Bane, 1994). Since non-resident fathers’ involvement tends to decrease as their children reach school age, it may be worth exploring ways to keep men involved (in terms of spending time, having a positive relationship with their children and providing financial support) at this critical point of their children’s development.
Interventions that reduce or delay childbearing among young women and men, and/or increase the spacing between children seem important as well (Bradley et al., 1987; Wood et al., 1993). One particularly promising strategy is to provide first-time teen mothers with home visits from a public health nurse who provides important information on prenatal care, child development and family planning (Olds et al., 1997). Another promising strategy is to expand outreach to men of all ages for family planning services. |
