Comparison of Social Quotient Among School-Going and Out-of-School Children Attending a Tertiary Care Hospital: A Cross-Sectional Study
DOI:
https://doi.org/10.67440/ahj.vi.2569Keywords:
Social Quotient, social competence, Vineland Social Maturity Scale, school-going children, out-of-school children, child development.Abstract
Background:
Social Quotient (SQ), derived from adaptive behaviour assessments, reflects age-appropriate social functioning. While formal schooling is considered central to social development, children outside school may develop practical independence through early responsibilities. The study aimed to compare the Social Quotient among school-going with out-of-school children attending a tertiary care hospital and to examine its association with socioeconomic and demographic factors.
Methods:
A total of 300 children aged 6–14 years were included, comprising 150 school-going and 150 out-of-school children. Social competence was assessed using the Vineland Social Maturity Scale (VSMS) through structured caregiver interviews. Social Age and Social Quotient were calculated using standard methods.
Results:
The mean age was comparable between school-going (8.95 ± 2.39 years) and out-of-school children (9.47 ± 2.34 years). Out-of-school children had significantly higher Social Quotient scores than school-going children (105.18 ± 3.35 vs 96.30 ± 4.96, p < 0.001). This pattern was consistent across all age groups (6–14 years). Within socioeconomic strata (Kuppuswamy classification), out-of-school children maintained higher SQ scores across most categories. Gender did not significantly influence SQ, with similar scores observed in males and females.
Conclusion:
Out-of-school children demonstrated significantly higher Social Quotient scores compared to school-going children, independent of age and gender. These findings suggest that early life responsibilities and real-world adaptive experiences may enhance practical social competence outside formal schooling.
