Now We Are Eight Life in Middle Childhood - Growing Up in New Zealand
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Now We Life in
Middle
Are Eight Childhood
Growing Up in New Zealand:
A longitudinal study of New Zealand children and their families
Now We Are Eight
Life in Middle Childhood Foreword
Susan M B Morton Daniel J Exeter Kane Meissel
Caroline G Walker Jacinta Fa’alili-Fidow Carin Napier
Sarah Gerritsen John Fenaughty Sarah-Jane Paine
Ashley Smith Cameron Grant Elizabeth R Peterson
Jane Cha Harrison Kim Avinesh Pillai Aotearoa’s largest longitudinal study, Growing Up in New The data in Now We Are Eight confirms that the majority of
Amy Bird Te Kani Kingi Elaine Reese Zealand, explores the lives of more than 6,000 children the children in the cohort are happy and healthy. However,
from before they were born. some still experience material hardship, food insecurity
Pat Bullen Hakkan Lai Lisa Underwood and high levels of stress due to financial strain and we know
This Now We Are Eight report marks the first time we have
Polly Atatoa Carr Fiona Langridge Karen E Waldie that burden is unequally spread across population groups.
heard from the cohort directly. At age eight, the children
There is still work to do.
Rachel Chen Emma J Marks Clare Wall in the study are speaking for themselves, providing unique
insights into their thoughts, feelings and experiences as they The Ministry of Social Development has championed
August 2020 act with more autonomy and a sense of individual identity. Growing Up in New Zealand since its inception and each
year we award up to $750,000 in funding for social policy-
Suggested Citation: Morton, S.M.B., Walker, C.G., Gerritsen, S., Smith, A., This report presents a snapshot of tamariki life that
relevant research to investigate the information and data
Cha, J., Atatoa Carr, P., Chen, R., Exeter, D.J., Fa’alili-Fidow, J., Fenaughty, encompasses the eight-year olds’ families and whānau
gathered by the longitudinal study. The continued analysis
J., Grant, C. Kim, H., Kingi, T., Lai, H., Langridge, F., Marks, E.J., Meissel, connections; their neighbourhoods and wider society
of this information by policy makers, researchers and
K., Napier, C., Paine, S., Peterson, E.R., Pilai, A., Reese, E., Underwood, networks; their mental and physical wellbeing; and their
others can shape government policies that better meet the
L., Waldie, K.E, Wall, C. Growing Up in New Zealand: A longitudinal study learning and development.
needs of New Zealand children and whānau.
of New Zealand children and their families. Now We Are Eight. Auckland: Collecting data on the social, health and educational
Growing Up in New Zealand. There is much more to learn about this growing cohort as
outcomes for such a large, diverse cohort is especially
they embark on the next stage of their lives. I look forward
valuable because it can inform policies that contribute to the
to following their progress.
wellbeing of children and whānau, and helps us realise our
goal of making Aotearoa the best place to grow up for kids. Hon Carmel Sepuloni
Minister of Social Development
A key priority for the government and policy agencies is
implementing a programme of action to help achieve the
vision of the Child and Youth Wellbeing Strategy. This report
signposts how the analyses of the information from this
group of eight-year olds can help inform this strategy.
ISSN: 2253-251X (online) 22532501 (print)
© Growing Up in New Zealand 2020
Contact details: Professor Susan Morton, Research Director,
Growing Up in New Zealand, University of Auckland
Further information on Growing Up in New Zealand is available
at www.growingup.co.nz
This report was produced by the University of Auckland with
Crown funding managed by the Ministry of Social Development.
Growing Up in New Zealand Now We Are Eight 1
Acknowledgements Director’s Foreword
Growing Up in New Zealand continues to be indebted to the Many government agencies contribute to the ongoing It is my great pleasure to present this Now We Are Eight In this report, we provide initial high-level descriptive
children and families who so generously share their time sustainability and utility of Growing Up in New Zealand. We report, which for the first time describes the views analyses that align with the key domains that shape
and information with us. We recognise that involvement acknowledge and thank the Ministry of Social Development and voices of the Growing Up in New Zealand children children’s developmental trajectories and that have
with the study is a significant undertaking and we remain for management of the Crown funding for Growing Up in themselves, which is exciting and a great privilege. informed all data collections for this study. These analyses
unreservedly grateful for the ongoing commitment of every New Zealand and acknowledge further funding and support are the precursors to further in-depth exploration of
This Now We Are Eight Report continues the series of “Now
participant; we acknowledge the trust our cohort families received from the Ministries of Health and Education, associations across and within specific developmental
We Are” reports and the information from the children
put in us, and our responsibility to safeguard the precious as well as Oranga Tamariki; Te Puni Kōkiri; the Ministry areas that will follow.
directly adds to the wealth of information we have collected
information they share with us. It is only through the of Justice; the Ministry of Business, Innovation and
about their lives and wellbeing in the context of their During the preparation of this report, we experienced the
continued generosity of every one of the cohort members Employment; the Ministry for Pacific Peoples; the Ministry
families and wider environments since before they were unprecedented disruption of our daily lives as a result of the
that these reports can be developed and the wider body of for Women; the Department of Corrections; the New
born. global Covid-19 pandemic. The strength of the connections
knowledge accumulated to enhance the lives and wellbeing Zealand Police; Sport New Zealand; and the Office of the
we have with this remarkable cohort meant we were able
of all New Zealand children. Health and Disability Commissioner. We also acknowledge The report sheds light on children’s thoughts, feelings and
to seek feedback from the children directly about their
the support of the Office of the Children’s Commissioner; experiences in the “golden age” of middle childhood. It
The authors of this report are members of the Growing wellbeing during the lockdown. We look forward to sharing
Housing New Zealand (now Ministry of Housing and Urban adds value to the collection of longitudinal information that
Up in New Zealand research team based at the University the initial results of this engagement with you when we
Development); the Office of Ethnic Communities; Statistics collectively shapes a taonga to help ensure all our children
of Auckland. However, this report would not be possible report on the immediate impact this situation has had on
New Zealand; the Department of Prime Minister and Cabinet are well supported by strategies and policies that are likely
without the significant efforts of all those involved from children’s wellbeing. This research will further build on
and the Treasury. to enhance their wellbeing from their earliest years.
the whole Growing Up in New Zealand team. We are some of the wellbeing measures captured in this report.
especially grateful to those who assisted with the design Finally, Growing Up in New Zealand acknowledges the Now We Are Eight adds to a growing evidence base
Additionally, we are preparing to engage again with the
and development of the tools used in data collection, ongoing support and advice provided by the University of generated by the study, which provides invaluable insights
cohort in 2021 when they are between eleven and twelve
including Dr Sarah Berry for her significant role in preparing Auckland and Auckland UniServices Limited, as well as about the individual, family and environmental factors
years old. This will be an even more important time for the
for taking the questionnaires to field. We recognise the the advisory and governance groups involved in the study, that influence outcomes for contemporary New Zealand
children to have their voices heard directly as we emerge
efforts of the field operations team and our interviewers led including the Steering Group, Policy Forum; our Expert children. Importantly, it also provides a vital longitudinal
from this global event and as they move through key
by Cherie Lovell, who collected the invaluable information Scientific Advisory Group; our Kaitiaki Group; our Pasifika lens to determine why we continue to see differential
educational transitions and into adolescence.
on which this report is based and the data managers, led Advisory Group; and our Data Access Committee. outcomes for some children and their families and
by Rina Prasad, for their vital role in the management and inequities in wellbeing from early life. We remain overwhelmingly grateful to the families and the
Further information about the Growing Up in New Zealand
processing of study data. We also recognise the valued children who are part of the Growing Up in New Zealand
team, governance and design of this longitudinal study is Our findings show that the majority of New Zealand children
contributions and support from study management led by study. As always, we are honoured and privileged to be able
available on our website: www.growingup.co.nz are growing up healthy and happy in families that are
General Manager, Annette Gohns. to bring together the precious information that the families
enabled to positively support their health and wellbeing.
share with us over time to contribute to creating a better
We thank the key funders of Growing Up in New Zealand, Many of the children are already developing a strong sense
Aotearoa for all New Zealand children and families. Finally,
who not only contribute to the study’s sustainability, of their own identity by the time they are eight, especially
a very special thank you to the dedicated Growing Up in
but also help to ensure that the information from our in the area of ethnicity, gender and body image. The
New Zealand team who work so hard to make these reports
families continues to inform policy development in children are digital natives, who are increasingly more
possible, and to the funders, the advisory groups and the
New Zealand. We thank the initial funders of Growing likely to interact with friends and family online than any
stakeholders who support us to do so.
Up in New Zealand, in particular the Ministry of Social generation previously, which presents both challenges and
Development, supported by the Health Research opportunities for them and for their families. Kō te Ahurei o te tamaiti aroha o tātou mahi – let the
Council of New Zealand, and the University of Auckland. uniqueness of the child guide our work.
Sadly, however, there remains a significant proportion of
children who are growing up in families burdened with the Professor Susan Morton
multiple stressors associated with economic, material and Director, Growing Up in New Zealand
social hardship, which unfortunately translates to poorer
overall wellbeing outcomes and limited opportunities for
these children.
2 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 3
Table of Contents
Foreword.................................................................................. 1 3. CULTURE AND IDENTITY 42 6. CHILD HEALTH 84 8. TAKING A LONGITUDINAL VIEW
Acknowledgements..........................................................2 OF CHILD WELLBEING 132
3.1. Introduction to chapter..................................43 6.1. Introduction to chapter..................................85
Director’s Foreword.......................................................... 3 8.1. Introduction to chapter.................................133
3.2. Ethnicity..........................................................43 6.2. General health status.....................................85
Table of Contents..............................................................4 8.2. An example of applying a longitudinal
3.3. Talking about ethnicity and culture................45 6.3. Childhood infections.......................................86
approach to wellbeing...................................133
Executive Summary...........................................................6 3.4. Language.........................................................46 6.4. Allergies (Atopic diseases).............................88
8.3. Longitudinal experience of high
Now We Are Eight highlights............................................12 3.5. Gender identity................................................51 6.5. Other areas of concern regarding deprivation.....................................................134
List of Tables................................................................... 14 children’s health............................................. 90
4. FAMILY AND WHĀNAU 52 8.4. Longitudinal experience of residential
List of Figures.................................................................. 16 6.6. Primary health care........................................ 91 mobility..........................................................136
4.1. Introduction to chapter.................................. 53
Glossary of Acronyms......................................................21 6.7. Antibiotic use..................................................92 8.5. Child health and wellbeing outcomes in
4.2. Household structure....................................... 53 middle childhood...........................................139
6.8. Immunisation..................................................92
1. GROWING UP IN NEW ZEALAND 22 4.3. Household geographic location......................54 8.6. Looking to the future.................................... 146
6.9. Oral health......................................................94
1.1. Study overview................................................ 23 4.4. Parenting and the family environment........... 55
6.10. Sleep...............................................................95 9. HOW GROWING UP IN NEW ZEALAND LINKS
1.2. The Growing Up in New Zealand cohort......... 23 4.5. Child media use.............................................. 57 WITH THE CHILD AND YOUTH WELLBEING
6.11. Nutrition..........................................................97
1.3. Data collection waves..................................... 23 4.6. Neighbourhood licences.................................62 STRATEGY 148
6.12. Growth and body size................................... 100
1.4. Focus on the key developmental milestones 4.7. Mothers’ health and health-related 9.1. Alignment between our conceptual
in middle childhood........................................26 6.13. Body image................................................... 102 framework and the Strategy framework...... 149
behaviours ......................................................63
1.5. Focus on policies relevant to middle 6.14. Mental wellbeing........................................... 108 9.2. Key findings related to the Strategy
4.8. Adverse childhood experiences.....................66
childhood for children Growing Up in outcomes and indicators of progress............ 151
7. LEARNING AND DEVELOPING 112
New Zealand....................................................26 5. SOCIETAL CONTEXT, NEIGHBOURHOOD 9.3. Additional value of Growing Up in
AND ENVIRONMENT 68 7.1. Introduction to chapter................................. 113 New Zealand: The voices of children and
1.6. The focus of this report................................... 28
5.1. Introduction to chapter..................................69 7.2. Psychosocial development............................ 113 longitudinal analyses.....................................158
1.7. Methodology................................................... 28
5.2. Household income..........................................69 7.3. School attendance and absenteeism........... 120 9.4. Conclusion.................................................... 160
1.8. An overview of the structure of this report....30
5.3. Maternal work.................................................70 7.4. School changes and transience..................... 121 10. APPENDIX 162
1.9. The scope of this report and future
opportunities...................................................31 5.4. Savings and debt............................................. 72 7.5. School satisfaction........................................ 121 10.1. Appendix 1: Growing Up in New Zealand
5.5. Area-level deprivation.................................... 72 7.6. Services and support at school.....................122 objective and overarching research
2. THE EIGHT YEAR DATA COLLECTION WAVE 32
questions.......................................................163
5.6. Material wellbeing.......................................... 73 7.7. Class climate..................................................122
2.1. Introduction.................................................... 33
References.................................................................... 164
5.7. Material hardship............................................ 73 7.8. Bullying...........................................................124
2.2. Data Collection Overview............................... 33
5.8. Worry about family finances........................... 77 7.9. Transport to and from school........................128
2.3. Collection of the eight year information in
the field........................................................... 35 5.9. Food security.................................................. 77 7.10. Before and after school care
arrangements.................................................129
2.4. Cohort retention and characteristics of 5.10. School food.....................................................79
participants in the eight year DCW................ 35 7.11. Extracurricular activities, organised sport
5.11. Residential mobility........................................80
and cultural events........................................129
2.5. Longitudinal Completion................................ 38 5.12 Household tenure...........................................80
7.12. How eight-year-olds like to spend their
2.6. Future engagement with the cohort.............. 40 5.13 Housing quality............................................... 81 free time......................................................... 131
5.14 Housing affordability......................................82
4 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 5
to have been identified previously by their mothers as understanding the family and whānau context remained
European but not always. very important at this age:
• Nine out of ten mothers reported that they regularly • 70% of children were living in two-parent households
discuss ethnicity and culture with their child (although in middle childhood; 16% were living with extended
Executive Summary
this is the case for only four out of five children who families; 10% were living in a single-parent household;
identify as European). and 4% were living in a household with non-kin.
Language is important for social connectivity and provides • Household structure for the cohort children had changed
a link to cultural identity for many: since the pre-school period – more children were living
with a sole parent and fewer were living with extended
• 98% of the cohort can hold a conversation in English, families than in their pre-school years.
however 47 other languages are also regularly spoken in
the cohort children’s homes. • Parenting alone was most common for parents of
children who identified as Māori (12%), followed by
“Extraordinary things emerge from following thousands why we see differential wellbeing for children growing up • After English, Māori is the second most common Pasifika (10%) and European (9%) children.
of ordinary lives” – adapted from Helen Pearson (The Life in diverse families, with diverse identities, cultures and language spoken by the children (5%), followed by
Mandarin (2%). • Living with extended families was most common for
Project) backgrounds. We can use this information to explore how
Pasifika children (33%), followed by Asian (27%) and then
to better support all children and families in Aoteoroa New • One in six cohort children (16%) speak more than
The Now We Are Eight Report continues the series of Māori (21%).
Zealand and ensure that strategies are context relevant and one language – most are bilingual, with 1% being
“Now We Are” reports, adding child-centred descriptive
meet the needs of all children. multilingual. • Family environmental confusion (characterised by noisy
information about the cohort children’s wellbeing and
and crowded homes, as well as a lack of routine) was
development in middle childhood, in the context of their Some highlights from the report are: • More than half (55%) of all children who identify as Asian more commonly experienced by children living in higher
families, whānau and wider environments. speak two or more languages. deprivation areas and where household income was
• 81% of the eligible cohort participated in the eight year
For the first time in this study, the analyses presented DCW (despite challenges in completing this wave in the • Almost one in five (18%) children who identified as relatively low.
in this report include the voices and views of the cohort field and a prolonged data collection period). Samoan could hold a conversation in Samoan.
children themselves. At the eight year Data Collection Parenting and involvement:
• A
lmost four out of five cohort children (78%) have data • Almost one in three (30%) of children who identified as
Wave, the children had the opportunity to answer their own • Just over half (51%) of mothers wanted to be more
available from almost every DCW since their birth. Tongan could hold a conversation in Tongan.
questionnaires and contribute direct information about involved in their children’s lives than they currently are.
their own sense of who they were, how they connected with • Almost one in five children (17%) who identified as Māori
Culture and identity • Almost one in ten mothers reported that their child
their world and what was important to them in terms of were reported by their mothers as being able to hold
their futures. Connectivity to culture and a strong identity are key to regularly witnessed psychological conflict between
a conversation in Te Reo Māori – this was confirmed
wellbeing. At age eight, the children were able to report themselves and their partner, while 2% witnessed
The report highlights that children regularly experience in the bespoke Te Reo Māori test administered to all
their ethnic identity for the first time to the Growing Up in physical conflict.
change and flux in their own wellbeing status, as well as cohort children.
New Zealand study team (rather than their ethnicity defined • The proportion of children regularly witnessing
instability in the environments around them. The patterns In response to a set of specific questions, the children
by parental report): psychological and verbal conflict had increased from the
of change over time are variable across population groups reported their gender identity for the first time at eight
and the timing of exposure, as well as duration, often • Almost two in three (62%) children identified with only pre-school years, but was similar for witnessing physical
years:
matters for shaping wellbeing in middle childhood. one ethnicity. conflict.
• Most children (98%) identified with the gender they were
The collection of information from the children and their • One in seven (14%) children “did not think about” their assigned at birth, and 2% did not. Support for parenting from outside the household is also
families continues to enable us to better understand ethnicity at age eight – these children were most likely important:
• One in seven (14%) of the cohort identified themselves as
being somewhere in between male and female and 3% said • More than seven in 10 (72%) mothers reported feeling
they were unsure about their gender identity at this age. adequately or generally well supported in parenting their
cohort child.
The children are developing their autonomy in middle
childhood – although this is still largely dependent on • One in nine (11%) felt they rarely or never had enough
parental control: support for their parenting role – with this being most
commonly reported by those parenting alone.
• Over one in three (37%) of children living in rural
areas were often allowed to walk alone in their • One in six (16%) mothers reported engaging with formal
neighbourhoods, compared with just over one in four support agencies over the past 12 months; 6% related
(27%) children living in urban areas. to their child’s learning and behaviour and 4% related to
their child’s disability.
• Children living in urban areas were slightly more likely to
be allowed to cross the street alone than those in rural Maternal health remains an important determinant of
areas (41% compared with 39%). wellbeing for children (as well as for the wider family
and whānau):
Family and Whānau
• When the cohort children were eight, 8% of mothers
Children are dependent on their parents and families were experiencing depressive symptoms (rated
to support their development and wellbeing, and so moderate to severe).
6 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 7
• The proportion of mothers experiencing depressive but also through supports in the wider community and
symptoms was approximately the same as at four years, society if they are provided in an acceptable, accessible,
but less than during pregnancy or in the first two years of and appropriate way for each family. In middle childhood,
their child’s life (the first 1000 days). financial capitals to support the cohort children were not
distributed equally.
• Over the period from antenatal to eight years,
approximately one in four mothers had experienced
Material wellbeing and hardship:
depressive symptoms during at least one period
(between antenatal, nine months, two, four, six and eight Area level deprivation provides insights into neighbourhood
years) – with three in four never experiencing depressive resources, but material wellbeing information provides
symptoms. more detailed family-specific information about the
capacity of a household to meet everyday living costs
• Māori and Pasifika mothers were almost two times as
(expected and unexpected).
likely to have experienced depressive symptoms during
their child’s first eight years than European mothers. • Material hardship (going without six or more common
household necessities) was experienced by one in ten
Maternal work: children and was more common among Māori (19%) and
Pacific (23%) children and those living in high deprivation
• Mothers of four out of every five (81%) children were
areas (33% of children living in NZDep decile 10), but not
in paid employment when their cohort child was eight
exclusively so.
years of age, although around one in five mothers were
in workplaces where they were unable to work flexible • Some mothers reported that food ran out “sometimes”
hours. (15%) or often (3%) due to a lack of money, and this was
more common in areas of high deprivation and among
Media use and screen time: children of Pacific and Māori ethnicity.
This generation of children continues to be more digitally • The mothers of nearly 40% of children living in areas
connected than any before them. However, while access to of high deprivation reported that they could only
devices is increasing, there remain groups of children who “sometimes” or “never” afford to eat properly.
have less access to devices than their peers. Screen time
• As well as a lack of money, a lack of time was also
offers both opportunities and challenges for children and
reported by some mothers as the reason for not being • Cold and damp homes were also more commonly experienced a change in household tenure type at
their parents:
able to provide their children with healthy school lunches. experienced by Māori and Pacific children compared some time between birth and eight, but movement
• 95% of the cohort had access to at least one device with children identifying with other ethnic groups (noting was not unidirectional, for example from rental to
for their use at home (computer, laptop, tablet or Household income: Māori and Pacific children are more likely than others in home ownership.
smartphone) – but fewer children living in areas of high the cohort to live in the highest deprivation areas).
• On average, total household income has increased • Change in tenure over time represented a mix of
deprivation had this access (91%).
over time for the children in the cohort, but 7% of the experiencing advantage and disadvantage, and a mix
Residential Mobility:
• Time spent watching screens in middle childhood was cohort children at eight years of age lived in a household of moving between stability and instability across
greater than in the pre-school years – median active that received $30,000 or less over the last 12 months. This generation of children continues to experience high the cohort.
screen time was one hour a day, and passive screen time Equivalised household income (adjusting total household rates of residential mobility during childhood:
was two hours (in addition to any screen time at school). income for the number of people in the household)
• Four in ten children (40%) had moved house at least School engagement and
• Guidelines related to the content and time of exposure to
differed according to area level deprivation and ethnicity
once since they were six years of age – the majority had experiences of bullying
of the child. Children living in the highest deprivation
screen time are emerging and almost half of all mothers moved only once, but a third of movers had experienced The Now We Are Eight Report adds further child-focused
areas and those who identified as Pacific lived in
stated that they followed these almost all the time. two or more moves in the two to three-year period. information to the mother reported experiences of
households with the lowest equivalised incomes.
• However, more than one in four mothers (28%) had been • Since birth, one in four cohort children (23%) had children’s transition to school (captured in an electronic
• More than one in three Pacific children (37%) lived in mother questionnaire when the cohort children were 72
concerned by an online media experience their child had remained in the same residential dwelling, the other
households with an equivalised income of $20,000 per months old).
had – most commonly that concern was in relation to three-quarters had moved at least once, and almost half
annum or less.
inappropriate content that their child had seen. the cohort had moved two or more times between birth • 1% of children were being home schooled at eight.
and eight years of age.
• Most children (67%) reported that their parents had Housing quality: • 20% of the children had moved schools between the
spoken to them about online safety. ages of six and eight – most having moved at least twice,
• One in three children across the cohort (31%) were living Household tenure:
• One in eight children (12%) reported that they often felt in homes with reported heating and warmth problems at and usually because of residential mobility.
• At eight, two in three of the cohort children (66%) were
worried about their safety while using the internet. eight (half of all children living in the highest deprivation
living in homes that were owned by their families – an • Two-thirds of mothers (65%) reported satisfaction
areas).
increase from 58% at four years. with their school’s ability to meet their child’s physical,
Household Capitals cultural, social, emotional, and behavioural needs in
• Almost four in ten of all cohort children (37%) were
• One in four children (24%) were in rental properties and
The capacity to support a child’s wellbeing is dependent on reported as currently living in homes with problems middle childhood. Reported satisfaction was higher for
5% were in public rentals at age eight.
multiple capitals, including physical, social, financial and relating to dampness and mould (half of all children mothers of Pacific children (72%) and lower for mothers
human. These capitals are created not only by the parents, living in the highest deprivation areas). • Almost half the children (46%) in the cohort had of Māori children (61%).
8 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 9
• The children also reported on how safe and respected Oral health: deprivation during only one of those periods. The impact • Mean depression and anxiety scores were higher
they felt at school (class climate) – girls tended to rate of persistent deprivation remained after adjustment for (meaning that depression and anxiety were more likely)
• More children at eight years of age (73%) were reported
this higher than boys overall and although there was a child, family and household level factors that are also among children who identified as Pacific and Māori
by their mothers to brush their teeth twice a day or
spread of responses, there was little difference by child associated with obesity. compared with European and Asian children.
more, than at four (62%) or two years (44%).
ethnicity.
Emotional and Social Development: • Children who experienced high deprivation in both
• The majority of children were enrolled with the free
infancy and pre-school to middle childhood (28% of
Bullying: dental service and had been seen in the past 12 months, Fluctuations in the proportion of children classified as the cohort) were more likely than their peers to be
with one in ten attending less than once a year. having an elevated total difficulties score (based on the
• More than one in three of children (35%) reported experiencing depressive and anxiety symptoms at eight
being bullied in the past year, although 15% said standard Strengths and Difficulties Questionnaire, which years of age.
Sleep: measures emotional symptoms, conduct problems,
this happened rarely.
• On average, children in the cohort slept just under 10 hyperactivity/inattention, peer relationship problems and • The greater the number of time periods that children
• The most common bullying behaviour reported was hours at night at eight years of age, although 13% slept pro-social behaviour) was seen at eight years compared experienced residential mobility over their childhood,
“being put down or teased” – this was reported by less than nine hours (most common for Pacific children with the pre-school period: the higher their mean depression and anxiety scores
half the cohort (51%), although 24% described it as a at 31%). at eight years. These associations remained after
• Almost all children (98%) had developed pro-social
weekly occurrence. adjustment for other factors known to be associated
• Almost all (92%) children had a regular bedtime, but this behaviours by middle childhood.
with depression and anxiety (separately).
• Physical bullying (involving physical contact) at routine was less likely for Pacific children. Asian children • Fewer children overall were classified as having high or
school in the past year was reported by one in tended to go to bed approximately an hour later than very high total difficulties scores at eight years when Looking ahead
eight children (12%). non-Asian children in the cohort (after 9pm compared compared with levels at four years (7% compared with
with around 8 to 8.30pm). This report describes the breadth of multidisciplinary
• Bullying was pervasive, but most commonly reported by 12%, respectively), and a greater proportion were in the
information collected from the cohort children and their
children who identified as Pacific (22%), Māori (18%) or close-to-average category (87% compared with 76%,
Nutrition: families in middle childhood. It provides a rich picture of
respectively).
Asian (16%), compared with European children (10%). the “lived realities” of the cohort at this age. These “lived
• Two out of three (63%) children did not eat the • Only 6% of the cohort were classified as having high or realities” can be used to provide policy stakeholders with
Child Health and Wellbeing recommended three or more serves of vegetables per very high total difficulties scores at each of the two, four context relevant information about what it is like to be a
day and one in three (29%) children did not eat two or and eight year time points. young child growing up in New Zealand today, as well as
Most of the report about child health and wellbeing comes more serves of fruit per day.
• Greater impulsivity at eight years was associated with providing information to assist with developing strategies to
from mothers, however we also asked the children to
• Children living in areas of higher deprivation were least less self-control at four years of age. support the wellbeing of all New Zealand children now and
rate their own overall health and asked specific questions
likely to meet the recommended guidelines for fruit and into their futures.
regarding their mental wellbeing.
vegetable intake. Mental wellbeing: The Growing Up team are preparing to engage with the
• Children tended to rate their overall wellbeing lower than
• Four in five children eat takeaways weekly, with one in At eight years of age, the children answered questions cohort again in 2021 when the children are approximately
their mother’s – for example, mothers reported 84% of
three having takeaways two or more times weekly. to assess their likely anxiety and depression in middle eleven years old. This will be an extremely important time
the children as being in very good or excellent health
childhood. Validated scales were used, but it is worthwhile for the children in the cohort to be heard, as they transition
compared with 62% of the children themselves. • One in three children drank fizzy drinks weekly at least –
noting that these have rarely been used or validated for the into adolescence and develop their own individual identities
with 3% drinking these daily.
• A greater proportion of children living in high deprivation specific population groups in New Zealand. and voices.
areas reported their own health as poor (8%) compared • Around a third of children took part in meal preparation
with 5% in medium and low deprivation areas. every day or most days.
• The most common acute infections in middle childhood • Two in three children ate meals together as a family
were throat infections or tonsillitis (one in five children). every day, but for one in five children, this occurs much
This is a similar rate to the pre-school period, but ear less frequently and for a small proportion (2%) never.
and skin infections have reduced in prevalence.
Body size:
• Chronic issues have mostly increased in middle
childhood, with Autism Spectrum Disorder being • Two out of every three children (65%) at eight years of
reported for 3% of the cohort and 10% experiencing age were classified in the ‘normal’ range of weight for
vision problems at eight. However, fewer children were their height and age.
experiencing hearing issues at eight years compared with • One in five were classified as overweight (20%) and one
four years (5%, down from 14% in the pre-school period) in seven were classified as having obesity (14%).
• Learning difficulties had increased between four and • At eight years of age, a greater proportion of children
eight years of age from 3% to 8% of the cohort, and were in the overweight or obese categories (34%)
behaviour concerns were slightly up from 6% to 7%. compared to the pre-school period (14%).
• Around 5% of mothers continued to report that they • Children who had lived in areas of high deprivation
were not able to access primary health care for their throughout their childhood were most likely to have
children when they felt this was needed – this tended to obesity at eight years compared with children who
be more commonly reported by mothers of Māori, Asian had not lived in highly deprived areas at either early
and Pacific children (8% for each group). or middle childhood, and those who experienced high
10 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 11
Now We Are Eight highlights
Identity Home
For the first time, the Growing Up in New Zealand The Growing Up in New Zealand children are highly
of Māori children
children identified their own ethnicity and gender.
1/3 of
20% could hold a
conversation in Māori
mobile and some move home a lot. Many live in
poor quality housing and some miss out on basic
household necessities.
3/4
children of children have
identified themselves with
more than one ethnicity:
57% European
most common
1.6% 14%
identified with identified
moved at least
once in their lives
22% as Māori
15% as Pacific
12% as Asian
6% as other
5 languages
spoken:
English, Māori, Mandarin,
Hindi, Samoan
a gender that
did not align
with their sex
at birth
their gender
as somewhere
between a boy
and a girl 20%
of families often or
sometimes could not
afford to eat properly 37%
of children lived
in a damp or
mouldy home
Health and wellbeing of mothers School
84%
of children use
Most children are healthy, although infections and allergies
are still common. Mental wellbeing is an emerging issue.
Infections in the past 12-months included:
rate their
children's
health as good
or excellent
Most children enjoy school,
however bullying is a relatively
common experience.
20% educational or
support services
such as a Reading Recovery Teacher or Teacher Aide.
of children say they
80% 35%
Only 64% of children rate their health this way.
were bullied in the
22% 15% 11% 10%
throat gastro- Symptoms of anxiety
previous year
infection ear enteritis skin 14% say they were bullied at least once a week.
infection infection were more likely
for Māori, Pacific
or Asian children of children
1/3 of children were
classified as
overweight or obese Most children
demonstrate pro‑social
enjoy school
Of children
classified
as obese 2/3 wanted
to be
smaller
behaviours, such as
being kind to younger
children
Neighbourhood
The Growing Up in New Zealand children
enjoy a range of activities, including screen time.
Family and whānau had access to at
Most children are happy and growing up in supportive and
loving families who play, care and provide for them. 40% of children
worry about their
family's finances 95% least one device
at home
of children are
95% of mothers regularly
expressed physical
affection with their child
A computer, laptop, tablet or smart phone.
Children average nearly
three hours a day of
passive screen time
41% allowed to cross
the road alone
sometimes use active
2in3 children didn't eat
enough vegetables
based on the recommended three serves a day. 12%
of children often feel
worried about their
safety online
42% forms of transport
to get to school
Walking, scootering, or biking.
1in3 1in2 2in3
children drank two children take children play
or more fizzy drinks art, music or in an organised
in the past week dance lessons team sport
12 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 13
Table 27. Alignment between how children Table 49. Multivariable model for zBMI by area-level
perceived their body size and their deprivation group......................................... 144
body mass index groups............................... 106
Table 50. Multivariable model for child zBMI by
Table 28. Prosocial behaviour demonstrated by cohort residential mobility........................................147
List of Tables
children at two, four and eight years of age
Table 51. Child and Youth Wellbeing Strategy indicators
(as reported by their mother)........................ 115
for the Children and young people are loved,
Table 29. Educational aspirations of children at safe and nurtured outcome, aligned with
eight years of age........................................... 118 Growing Up in New Zealand measures in
the eight year DCW........................................152
Table 30. Educational aspirations for mother-report
at four years and child self-report at eight Table 52. Child and Youth Wellbeing Strategy indicators
years of age.................................................... 118 for the Children and young people have
what they need outcome, aligned with
Table 31. Mean impulsivity score by child ethnicity..... 119
Table 1. Cross-sectional description of Table 14. Comparison of child self-report and mother Growing Up in New Zealand measures in
participants and non-participants in report of child health at eight years of age....86 Table 32. Mean impulsivity score at eight years of the eight year DCW.........................................153
the eight year DCW.......................................... 37 age by four year gift-wrap task..................... 120
Table 53. Child and Youth Wellbeing Strategy indicators
Table 15. Common childhood illnesses experienced
Table 2. Cross-sectional completion for child birth Table 33. Number of times children have changed for the Children and young people are happy
during pre-school years and at eight years
cohort (n=6853) at each face-to-face DCW... 38 school since they were six years of age......... 121 and healthy outcome, aligned with Growing
of age............................................................... 87
Up in New Zealand measures in the eight
Table 34. Mother report of the reasons for their
Table 3. Mother report of whether their child can hold Table 16. Mother-reported and mother report of year DCW........................................................154
child changing school.................................... 121
a conversation about a lot of everyday things doctor‑diagnosed food allergies of children Table 54. Child and Youth Wellbeing Strategy indicators
in English or Māori by child ethnicity.............. 47 at eight years of age....................................... 90 Table 35. Mother-reported satisfaction with school’s
for the Children and young people are
response to their child’s needs at eight
Table 4. Mother reported media or online experience Table 17. Mother report of common areas of concern learning and developing outcome, aligned
years of age....................................................122
their child had that caused them to worry for children reported at four and eight years with Growing Up in New Zealand measures in
as a proportion of those experiencing any Table 36. Mother report of the services or support the eight year DCW.........................................155
of age (N=4655) for those who completed
online or media experience that caused received by their child at school...................122
both DCWs..................................................... 90 Table 55. Child and Youth Wellbeing Strategy indicators
worry (n=1342).................................................62 Table 37. Mean class climate score by child ethnicity for the Children and young people are
Table 18. Reason for change in child general at eight years of age.......................................124
Table 5. Child report of who, if anyone, had talked accepted, respected and connected outcome,
practitioner since age five years among
to them about staying safe when using aligned with Growing Up in New Zealand
those children who changed general Table 38. Mean class climate score by area-level
the internet.....................................................62 measures in the 8 year DCW..........................156
practitioners...................................................92 deprivation group..........................................124
Table 56. Child and Youth Wellbeing Strategy indicators
Table 6. Content viewed on the internet that Table 39. Mother report on bullying item from SDQ -
Table 19. Mother report of intention to have child for the Children and young people are involved
has worried, bothered or upset cohort “Picked on or bullied by other children”
immunised with HPV vaccine..........................93 and empowered outcome, aligned with
children...........................................................62 from two, four and eight year DCW...............127
Growing Up in New Zealand measures in the
Table 20. Mother report of teeth brushing frequency
Table 7. Mother report of the neighborhood Table 40. Mother report of the transport modes used eight year DCW...............................................157
at two, four and eight years of age.................94 to get child to and from school......................128
licences that their child has............................63
Table 21. Mother report of frequency that child goes Table 41. Frequency of attendance at cultural events... 130
Table 8. Mother-reported life events experienced
to bed at a similar time each night.................96
by the cohort children – reported at 8 years of Table 42. Frequency of active play, quiet play, reading,
age...................................................................66 Table 22. Mother report of child’s normal bedtime homework and household chores................. 131
Table 9. Mother-reported number of life events (to nearest half hour)......................................96
Table 43. Demographics for four groups describing the
experienced by the cohort children – reported Table 23. Daily serves of fruit and vegetables experience of high deprivation during the two
at 8 years of age..............................................67 for children at eight years of age time periods...................................................136
Table 10. Mother-reported household hardships, (mother‑reported)..........................................97 Table 44. Demographics by number of periods children
as defined in the DEP-17 index. Table 24. Number of fizzy drinks and takeaways experienced residential mobility from nine
This questionnaire was answered by the months to eight years (n=4504)....................137
in the past seven days at eight years of
cohort child’s mother...................................... 75 age (mother‑reported)....................................98 Table 45. Multivariable model of depression by
Table 11. Occurrence of food running out in area‑level deprivation group.........................139
Table 25. Number of days in a usual week that the
the household due to lack of money Table 46. Multivariable model of depression by
family usually sit together for a meal at
area‑level deprivation group........................... 78 number of residential mobility periods......... 141
eight years of age (mother-reported), by
Table 12. Mother report of problems with heating or area‑level deprivation.....................................99 Table 47. Multivariable model of child anxiety by
dampness/mould at eight years of age.......... 81 area‑level deprivation group.........................142
Table 26. Number of days in a usual week that child
Table 13. Child self-report and mother report of child’s participates in food preparation, at breakfast, Table 48. Multivariable model for anxiety by
general health at eight years of age...............85 lunch, or dinner............................................. 100 residential mobility........................................143
14 Growing Up in New Zealand Now We Are Eight Growing Up in New Zealand Now We Are Eight 15
Figure 27. CHAOS score by total household Figure 48. Material hardship (DEP-17 score of six or
income group................................................58 more) and severe material hardship (DEP-17
score of nine or more) by equivalised total
Figure 28. Devices children have access to in their
household income category (equivalised
homes by area-level deprivation group.......59
List of Figures
using the modified OECD scale)................... 76
Figure 29. Frequency that screen time and content
Figure 49. Material deprivation (DEP-17 score of six
rules are enforced....................................... 60
or more) and severe material deprivation
Figure 30. Box plot of average daily screen time on a (DEP-17 score of nine or more) by area-level
typical weekday or weekend day................. 61 deprivation decile......................................... 76
Figure 31. Mother report of how often they use parental Figure 50. Material deprivation (DEP-17 score of six
controls or talk to their child about their or more) and severe material deprivation
internet and media use................................ 61 (DEP‑17 score of nine or more) by child
Figure 1. Overview of the longitudinal data collection Figure 13. Percentage of children who identified as Figure 32. Frequency children were worried about ethnicity........................................................ 77
in Growing Up in New Zealand. Note: The Māori, Samoan or Tongan who could hold a their safety when using the internet.............63 Figure 51. Child report of worrying about how much
72M electronic data collection with fathers conversation in the corresponding language Figure 33. Neighbourhood licences by area-level money their family has, at eight years of age
was funded by the Ministry of Business, as reported by their mother......................... 47 by area-level deprivation group................... 77
deprivation...................................................64
Innovation and Employment......................... 23
Figure 14. The percentage of children who were Figure 52. Mother-report of household’s ability to afford
Figure 34. Mother report of self-rated general health
Figure 2. Growing Up in New Zealand Research monolingual or multilingual as reported by to eat properly in the past year by area-level
by mother ethnicity......................................64
Domains and Themes................................... 25 mother by child ethnicity.............................48 deprivation................................................... 78
Figure 35. Percentage of mothers experiencing
Figure 3. Child interviews completed per month over Figure 15. Percentage of correct responses for the te
depression symptoms at each time Figure 53. Mother-reported indicators of food insecurity
the two phases of the eight year DCW.........34 reo tool for te reo Māori speakers, children
point..............................................................65 when child was eight years of age................ 78
who identify as Māori and those instructed
Figure 4. Distribution of child age at eight year DCW
in te reo Māori compared with those who Figure 36. Percentage of mothers experiencing Figure 54. Mother report of frequency of food running
interview....................................................... 35
were not........................................................48 depressive symptoms when their child was out in the household due to lack of money by
Figure 5. Completion of face-to-face interviews as a eight years of age by mother ethnicity.........65 child ethnicity...............................................79
Figure 16. Distribution of te reo tool percentage of
sequence plot over time...............................39
correct answers for children who were able Figure 37. Total household income at antenatal, nine Figure 55. Mother’s opinion on school lunch
Figure 6. The sequences present in the three main to hold a conversation in te reo Māori or not months, two, four and eight years of age....69 affordability and finding time to make
clusters for completion of face-to-face as reported by their mother.........................49 lunches by area-level deprivation group)....79
interviews.....................................................39 Figure 38. Equivalised household income at eight years
Figure 17. Distribution of te reo tool percentage of of age............................................................70 Figure 56. P ercentage of children experiencing
Figure 7. Sociodemographic characteristics of the correct answers for children who identified residential mobility at each time period
three main clusters in the completion as Māori compared with non-Māori.............49 Figure 39. Distribution of equivalised household
between DCW for those children
sequence analysis. Data presented include: income at eight years of age.........................70
Figure 18. Gender identity and gender expression by with residential mobility data at all DCW
Mother ethnicity, child sex assigned at birth,
sex assigned at birth.....................................51 Figure 40. Equivalised household income by total (n=4504).........................................................80
mother education, mother age group, area
household income.........................................71
level deprivation, DHB region....................... 41 Figure 19. Household structure at each face-to-face Figure 57. Sequence frequency plot of household
interview in the first eight years................... 53 Figure 41. Equivalised household income by child tenure at antenatal, nine month, two year,
Figure 8. Total response child ethnicity as reported by
ethnicity.........................................................71 four year and eight year data collection
children at eight years of age. Children were Figure 20. Household structure by child ethnicity at
able to choose multiple ethnicities and the eight years of age.........................................54 Figure 42. Distribution of equivalised household income waves............................................................ 81
most common responses are presented.....44 by child ethnicity at eight years of age.........71 Figure 58. Mother report of whether they had problems
Figure 21. Household structure by rurality at eight
Figure 9. Total response child ethnicity according years of age..................................................54 Figure 43. Mother report of savings, debts, loans and with heating or keeping their house warm
to Statistics New Zealand Level 1 upcoding fines at the eight year DCW.......................... 72 in winter by child ethnicity...........................82
Figure 22. District health board location for cohort
to European, Māori, Asian, MELAA, Other
children at eight years of age.......................54 Figure 44. Area-level deprivation deciles from least Figure 59. Mother report of whether they had problems
(including New Zealander)...........................44
deprived (1) to most deprived (10) for n=4880 with dampness or mould in their house by
Figure 23. Household geographic location by child
Figure 10. Total response child ethnicity as reported by children with data for all time points........... 73 child ethnicity...............................................82
ethnicity at eight years of age...................... 55
the child’s mother at antenatal, nine months
and four years and child report at eight years Figure 24. Mother report of whether their child was Figure 45. Equivalised household income by area-level Figure 60. Mother report of problems with heating and/
of age for those who had ethnicity reported present during inter-parental conflict.........56 deprivation group......................................... 73 or keeping accommodation warm in winter
at all data collection waves (n=4355)...........45 by tenure type at eight years of age.............82
Figure 25. Mother report of whether their child was Figure 46. Distribution of Material Wellbeing Index
Figure 11. How often mothers talked to their child present during inter-parental conflict at four score for the four most common child Figure 61. Mother report of problems with dampness
about their ethnicity or culture by child and eight years of age.................................. 57 ethnicities..................................................... 74 or mould by tenure type at eight years
ethnicity........................................................46 of age............................................................83
Figure 26. Distribution of CHAOS scores for Figure 47. Material deprivation (DEP-17 score of six or
Figure 12. Most commonly spoken non-English children living in low (decile 1-3), medium more) and severe material deprivation (DEP- Figure 62. Mother report of problems with dampness
languages for children as reported by (decile 4-7) or high (decile 8-10) area-level 17 score of nine or more) by total household or mould by area-level deprivation group at
their mother..................................................46 deprivation...................................................58 income category........................................... 75 eight years of age.........................................83
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