Neurodevelopment in Motion: A Theoretical Model of Relocation Outcomes on Children’s Cognitive and Emotional Development

Frequent relocation is a common experience for many families, but its effects on children's cognitive and emotional development are not fully understood. This theoretical review investigates the dual effects of frequent relocation on children's cognitive and emotional outcomes while proposing a new conceptual model that elucidates the intricate relationship between mobility and various developmental trajectories. Frequent relocations can disrupt children's cognitive processes, such as attention and memory, leading to difficulties in academic achievement. Emotionally, frequent moves may hinder emotional regulation and attachment formation, contributing to increased anxiety, depression, and social isolation. However, some studies suggest potential positive outcomes, such as enhanced adaptability, problem-solving skills, and resilience. By examining the neurodevelopmental mechanisms involved, this paper highlights the importance of stability for optimal cognitive and emotional growth while also recognizing the resilience that some children may develop in response to frequent changes. Implications for policy and practice are discussed, emphasizing the need for supportive environments, mental health resources, and community programs that cater to the unique needs of mobile children. The paper concludes with recommendations for future research to further investigate the nuanced effects of relocation and to identify strategies for fostering resilience in children facing frequent moves.