Latchkey Children

The term “latchkey” originated in the 18th century and referred to lifting the door latch to gain entrance into one's home (Lamorey & colleagues, 1999). Door keys were often worn around their necks on a piece of string. In the 1940s, the term “latchkey children” was used to describe children who took care of themselves while their fathers were away at war and their mothers contributed to the labor force (Lamorey & colleagues, 1999).

After World War II, women did not return to their traditional role as “homemaker,” instead they continued to enter the workforce in droves. Between the years of 1940 and 1976, maternal employment increased fivefold. The 1970s saw a trend of separation and divorce that has continued into the 21st century. This trend has forced a growing number of mothers to become the main provider for their families. Among married couples, dual-earner households are now the norm. The shifting gender roles in our society have substantially increased the number of latchkey children (Lamorey & colleagues, 1999). This in turn has created serious concerns for parents, educators, politicians, and communities regarding the well-being of unattended children during after-school hours.

Today, the term latchkey generally refers to children who spend time alone after school. The definition can also be broadened to include children who are cared for by their siblings or provide care for their siblings after school. Many latchkey children spend time in their own homes, while others may be at libraries, after-school programs, parks, or the homes of friends. Some have considerable freedom to roam freely about the community, and others are confined to the walls of their homes (Belle, 1999).

Currently, there are 15 million latchkey children in America. During these after-school hours, the juvenile crime rate triples and these children are more apt to use drugs and/or alcohol, and be victims of accidents and abuse. After-school hours are also the most likely time for adolescents to engage in sexual intercourse, and children ages 10 to 15 years are most at risk of becoming involved with a gang. Furthermore, research indicates that children who return to empty homes are less likely to complete their homework; instead, they spend time doing their preferred activity, watching television.

Latchkey children endure emotional hardships as well. Research shows that latchkey children, particularly those cared for by an older sibling, believe they are significantly less competent in the areas of self-worth, social acceptance, and physical appearance compared to children cared for after school by adults and children in self-care (Belle, 1999).

In the academic arena, studies have produced mixed results. Some studies conclude that latchkey youths earn lower grades and have lower performance scores on standardized tests of achievement. Yet, other studies show no significant difference in academic performance between latchkey and supervised youths (Lamorey & colleagues, 1999).

[Page 282]School officials must be prepared to address the risk factors associated with latchkey children. One possible solution is after-school programming, which is a beneficial way to keep kids safe, help working families, and improve academic achievement. To make more developmentally constructive use of youth's time, it is important that after-school programs engage students in hands-on learning activities that are fun and viewed as separate from the school day. After-school programs should promote learning, while allowing youngsters to explore areas of interest to them. They should also provide students the opportunity to work closely with responsible and caring adults (Bender & colleagues, 2000).

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