10 questions about the impact of moving on children

1. How does moving to a new location affect a child’s well-being?

Moving frequently in childhood (esp. among adolescents) has been shown to have a negative impact on a child’s well-being. Children coping with several life events together (including family disruption, school transition, and residential mobility) are potentially more at risk of negative consequences, such as lower self-esteem and lower grade-point averages. Also, changing schools, solely on its own, may be enough to disrupt children’s social well-being through the loss of friends, which can be especially harmful for those who had well-established friendships in their previous school.

2. Not everyone experiences moving as a negative thing – why do some children adapt better to change than others?

Newcomers tend to report higher levels of peer victimisation, especially if they struggle to make friends. However, for those with a history of bullying, changing schools can offer relief and opportunities to build new friendships. Adjusting can be harder if the move stems from family disruption or financial stress. Children may be more withdrawn, have negative feelings about their new school, or lack parental support—all of which make adaptation more difficult.

However, when a newcomer enters a classroom that has just formed, they may have just as good a chance to build friendships as anyone else. In addition, moving to a classroom with shared interests, a similar academic focus, or stronger peer support programmes can help ease the transition. The more common ground with peers, the smoother their adaptation may be.

3. Are there certain ages when moving can have a particularly strong impact on a child?

Yes, studies have shown that moving can be more harmful to adolescents between the ages of 10 and 18 with effects lasting into adulthood. This is potentially because adolescents normally have larger social networks than younger children who are more dependent on their parents. Especially moving over greater distances means a loss of social ties as well as friendships and other support networks for teenagers.

4. What kind of role do the parents’ education or employment situation play in how moving affects the child?

Overall, our findings indicate that even when taking into account parental education and economic status as well as family situation in terms of parental divorce or separation, moving between economic regions during childhood was linked to the risk of dropping out before finishing any secondary degree in both Finland and Germany. While we found that in Finland these factors explained much of the impact this was not the case for Germany. We did not find that the gains from moving outweigh the negative effects of moving on children’s educational attainment in either country.

5. How do factors like the child’s language, culture, or special needs influence their experience of moving?

Since children and adolescents often seek to fit in with their peers, changing schools can be especially challenging for those who differ from their new classmates in noticeable ways, as these differences may increase the risk of peer rejection. On the other hand, sometimes forming a friendship or becoming part of the group only requires one shared interest to get started.

6. How significant is it whether a child has to change schools as part of the move?

There is evidence that the reasons for moving—including a school change—significantly affect a child’s risk of peer victimisation, except in cases where the new school is a better fit (e.g., specialised education or a weighted curriculum).

From peer relations perspective, changing schools is a major life event, especially during adolescence when peer relationships become increasingly important. Students who had close friendships in their previous school often find the transition more difficult due to the loss of those connections.

However, newcomers entering a classroom where most or all students are new do not seem to be at higher risk of peer victimisation than others, likely because the social dynamics are still forming and groups, friendships, and social status have not yet been established.

7. What kind of impact does changing schools during a move have on a child?

It is not clear how much of the differences in the academic performance of movers compared to non-movers can be assigned to residential as opposed to school change, although previous research has suggested that their effects are equivalent.

However, we do have evidence that changing schools (although not necessarily involving a move) can benefit elementary school newcomers with a history of frequent bullying, with a similar but weaker effect observed among middle schoolers.

Qualitative analysis reveals a complex reality, with some newcomers hopeful for a better future, while others face fears and losses. The ultimate outcome depends on the child’s ability to make new friends and escape bullying.

8. What kinds of differences are seen in the effects of moving between different countries or regions?

Research shows that while the effects of moving can vary depending on the country, region, and specific circumstances, moving multiple times during childhood is often linked to negative outcomes. These can include poorer educational outcomes, lower well-being, and health issues.

Increasingly, studies suggest that even if moving brings some benefits for parents—like better jobs or housing—these gains may not outweigh the negative impact frequent moves have on their children’s well-being.

9. How long do the effects of moving typically last in a child’s life?

There is increasing evidence to suggest that moving and particularly moving several times during childhood can have an impact that stretches well into adulthood. Taking into account timing and the number of moves is essential when estimating its effects, as repeated disruptions to stability and social networks may be particularly harmful to individual well-being. This in turn has been shown to have consequences for school drop-out, occupational attainment in adulthood, and loneliness in later life.

10. How could children and families be better supported during a move?

As the reasons for moving are multifaceted and interrelated with both opportunities and cost for parents as well as other family changes, such as parental separation, support for those groups most vulnerable (e.g. those unemployed or experiencing housing insecurity) is invaluable.

From a school bullying perspective, knowledge of prior peer victimisation (or bullying behaviour) is important to help prevent its continuation in the new peer group. School-based interventions (e.g. bullying prevention programmes and peer mentoring) can be further developed to help support newcomers.

Text: Liisa Rannankallio
Photos: Hanna Oksanen

The article was originally published in Aurora, the online magazine of the University of Turku.