Do You Play Favorites? – Tips for Managing Differences Between Your Children

Written by Alex Jensen

When my son was two and his older sisters were five and six, mornings were hectic at our house. My wife and I would busily run around making breakfast, preparing lunches, and helping children get ready for the day. Somewhere in there, we would get ourselves ready too. One morning from this time of life stands out in my memory. My son was just beginning to put multiple words together. We had already dressed him, and in the hustle and bustle of the morning, I had not noticed that he had put his shoes on and gone and sat by the door. As I went to leave and take the five year old to kindergarten, he looked up at me and said, “Me go?” He was ready and anxious to go, but he had to stay. He simply was not old enough for kindergarten, and I could not take him with me to teach classes at the university. It broke his little heart.

The ages and the contexts have changed, but similar experiences play out in our household on a daily basis. The oldest is upset that the youngest gets more help with chores than she does. The youngest is upset that he is not allowed to ride his bike around the block by himself like the oldest. Our children are different people, with different abilities and different needs, we must treat them differently. Yet, sometimes it seems that no matter what you do, you simply cannot win as a parent.

In life, we call these differences reality; our children may call it favoritism. Researchers call it parental differential treatment. Overall, research paints a bleak picture. Across childhood and adolescence, dozens of studies suggest that when we treat our children differently, that the one receiving the short end of the stick (i.e., my two year old son who could not go to school) is at risk for causing more trouble at home and school, being more depressed, receiving lower grades, and even engaging in substance use (in adolescence). Perhaps the silver lining is that children who believe that they get the better treatment tend to be less disruptive, are less depressed, do better in school, and are less likely to engage in substance use.

The realities of life and the scientific research create a frustrating conundrum. We must treat our children differently, but in doing so we may put them at risk. So what is a parent to do? I have spent nearly the last decade of my professional life researching this question. I offer several suggestions below. Each of these is based on one or more studies and my interpretation of them. As a researcher, however, I must caution that more research is needed in this area and these findings are not universal truth.

Be aware of why differences exist

In an older but important foundational study, Kowal and Kramer (1997) found that differences in treatment might not have negative implications in some families. In particular, they found that among 11-13 year-olds, when the children saw differences in parenting as fair, then it had no impact. The children reported that differences were expected because they were different ages, one sibling simply needed more help, they were a different sex than their sibling, they had different interests, or because of disabilities.

These findings present an important idea — if our children recognize why we are treating them differently, then they may see it as fair. What does this mean as a parent? Be open with your children as to why they are treated differently. For example, our oldest recently complained that we were helping a younger sibling with a chore; help that we did not offer her. She was visibly upset by this difference. We mentioned that the younger sibling was unable to physically open the door to the closet where the vacuum was stored, and could not plug it in themselves. As we explained this to her it was as if a lightbulb went off and she said, “Oh, ok.” Then she went happily on her way. The younger the child, the harder this will be, but start young. As they develop the capacity to understand, you will already be in the habit of discussing and talking about differences in treatment.

Although we likely will not have a conversation about every difference, we need to be willing to talk about it with our children. To me, this further suggests that as parents we need to be thoughtful about those differences in treatment and be aware of why they exist. If we find ourselves treating our children differently for a particular reason that we would not want our children to know about, then maybe that particular difference is inappropriate.

Additionally, I suggest that you follow your children’s lead. When they mention differences in treatment, or seem bothered by them, that is the time for a discussion. If you are always bringing up the differences, you may create concern and stress that did not already exist.

Beware of comparisons

The birth of our first child was an amazing time. I loved watching her grow over those first months and years. Every milestone was a new stage of life that brought new possibilities and challenges. For a long time I could tell you what percentiles her height and weight had been at many ages and how her motor and language skills compared to the average child. That same process was no less exciting with the birth of our next daughter. I discovered quickly, however, that I was prone to interpreting the second daughter’s development in the context of her older sister. I would often say things like, “She just started walking, but her older sister did it nine months earlier than her.” Or, “She already has a vocabulary of over 400 words, her older sister only knew 100 words at this age!” Those comparisons may be harmless with babies, but several recent studies of my own highlight that they may eventually matter. In two different studies, we asked parents to make comparisons about their children, and then we measured what happened over time (Jensen & McHale, 2015; Jensen, McHale, & Pond, 2018). When parents believed that a child was not as smart as the sibling, or that they were more trouble, that child did worse in school and caused more trouble over time, after controlling for previous school performance and behavior. In part, what seems to happen is that children believe that parents treat them differently because of those comparisons, whether parents actually do or not.

Like with my infant daughters, we all make these comparisons about our children. Even if we do not voice those comparisons they may have a way of shaping our daily interactions with them, and in subtle ways may be detrimental to them as individuals. So as much as you can, avoid comparisons. Recently, to help myself make fewer comparisons about my children, I have tried to use less “relative” or “comparison-” based language. For example, rather than telling my daughter that she is the best, I might say, “You’re wonderful.” In essence, I am hoping to communicate love and value without it being in reference to anyone else, including her siblings.

Combat differences in treatment by treating them differently

My oldest daughter likes to wrestle and roughhouse. If she is having a hard day, it often makes her feel a little better if I swing her around like a sack of potatoes and then throw her on the couch. I learned pretty quickly that this does not work with my second daughter. She would rather do a puzzle with me, or draw a picture together. My son would rather play firefighters or read a book. Each of my children are different from one another, with different interests and personalities.

Another study I conducted suggests that perhaps a way to combat differences in treatment is to go ahead and treat them differently. We found than in some families, differences in treatment had little to no impact on the children (Jensen & Whiteman, 2015). In these families it seemed that the parents were involved in their children’s lives. They knew who they were and what they needed. My suggestion is that you spend one-on-one time with each child. Some of that time should be in activities you prefer, but many times it should be directed by them. Spend time doing the things they enjoy and they will know that you truly care about them and their interests. When you do this, they may not be so concerned about differences in treatment.

Conclusion

Although every day may bring new experiences with differential treatment, these suggestions have the potential to build stronger families where each child feels valued and loved for who they are, and not for who they are in comparison to a sibling, or for how they are treated differently. You will make mistakes, we all do, but keep working on it and do your best.

Make a list of each of your children’s interests. If you are having a difficult time thinking of what to write down, ask your kids! Work on implementing these interests into your interactions with your children this week.

Download this free handout for a list of questions to help you get to know your child or teen.

References

Jensen, A. C., & McHale, S. M. (2015). What makes siblings different? The development of sibling differences in academic achievement and interests. Journal of Family Psychology, 29, 469-478. doi:10.1037/fam0000090

Jensen, A. C., McHale, S. M., & Pond, A. M. (2018). Parents’ social comparisons of siblings and youth problem behavior: A moderated mediation model. Journal of Youth and Adolescence, 47, 2088-2099. doi: 10.1007/s10964-018-0865-y

Jensen, A. C., & Whiteman, S. D. (2014). Parents’ differential treatment and adolescents’ delinquent behaviors: Direct and indirect effects of difference score- and perception-based measures. Journal of Family Psychology, 28, 549-559. doi:10.1037/a0036888

Kowal, A., & Kramer, L. (1997). Children’s understanding of parental differential treatment. Child Development, 68, 113 – 126. doi:10.2307/1131929

Alex Jensen is the lucky husband of Heidi and father of three. He is the youngest of six children. Alex received a bachelor’s degree from Brigham Young University and a master’s and doctorate from Purdue University (in Human Development and Family Studies). He is currently an Assistant Professor in the School of Family Life at Brigham Young University.