Table 1.

Definitions of different categories

Category	Definition
Stress	Stressors reflect environmental experiences that are likely to require adaptation and overwhelm the coping resources of an average child. Stress in this study encompasses the broad range of environmental and interpersonal challenges that demand significant adaptation from a child, contributing to psychological and emotional strain. This includes economic hardships, family instability, exposure to violence, and unpredictable environments. Additionally, stress arises from negative interpersonal dynamics within the family and school settings, as well as from significant life events that disrupt a child's sense of security. Overall, stressors are those that impact the child's well‐being and development, requiring them to adapt and cope with adverse conditions
Support	Support is defined as the provision of nurturing relationships, resources, and environments that offer emotional and practical assistance. This encompasses the emotional climate within the family, the responsiveness and sensitivity of caregivers, and the quality of interactions between children and their teachers. Supportive environments are characterized by warmth, acceptance, and consistent engagement, both within the home and the broader community. Variables include parental support, such as maternal and paternal responsiveness, emotional involvement, and warmth, as well as parental encouragement of maturity and positive interactions, which together create a nurturing and accepting environment. Teacher support involves emotional support and positive interactions that foster a supportive teacher–student relationship. Additionally, community support includes assistance from neighbors and access to social resources, contributing to a holistic support system that enhances children's emotional security and developmental outcomes
Stimulation	The availability of enriching environmental inputs that facilitate learning opportunities for children. This includes access to learning materials such as books and educational resources, as well as engaging in cognitively stimulating activities like shared reading, storytelling, and educational play. Caregiver involvement plays a crucial role through activities such as parental education investment, discussions of school‐related issues, and support for homework. Additionally, linguistic stimulation from caregiver speech and vocabulary, as well as the overall quality of the home learning environment, contributes significantly to a child's development. The presence of organized activities, cultural resources, and outdoor opportunities for learning further enhance the child's exposure to stimulating experiences, promoting intellectual growth and academic achievement
Child characteristics	Individual attributes and abilities of children that influence their cognitive, emotional, and academic development. These characteristics include emotional traits such as negative and positive affect and temperament, and other factors such a bilingualism
Other contextual factors	Other contextual factors refer to broader environmental elements that impact children's development, including the physical and institutional resources of neighborhoods (such as facilities and extracurricular activities), neighborhood social organization, and the physical environment. It also includes school‐related factors like the classroom environment, school resources, and school climate. These factors differ from those under stress, support, and stimulation by focusing on the structural and institutional attributes of neighborhoods and schools rather than the immediate emotional support, practical assistance, or enriching inputs experienced by the child
Other	Factors that did not fall into any of the above categories