Salivary Cortisol, Socioemotional Functioning, and Academic Performance in Anxious and Non-Anxious Children of Elementary and Middle School Age

Research Findings: Individual and contextual variables were examined in relation to children's ability to cope with socioemotional and academic challenges in a sample of typically developing (n = 51) and anxious (n = 72) children of elementary and middle school age. Anxious children had greater social difficulties than controls and showed different directions of cortisol response to a public speaking task, but there were no group differences in academic performance. Across the sample, greater salivary cortisol reactivity to the speech task was associated with both increased social difficulties and higher academic achievement. For a subset of younger (M = 6.9 years) but not older (M = 12.3 years) children, social functioning was also highly sensitive to contextual variables (e.g., family income level). Practice or Policy: Findings suggest that social functioning in elementary school is as sensitive to contextual variables as it is to physiological ones. Interventions promoting stress recovery, social interaction, and social competence may be beneficial during the elementary school years.