Original Research/StudyEffects of Cumulative Adversity on Preschool Self-Regulation and Student–Teacher Relationships in a Highly Dense Hispanic Community A Pilot StudyLoomis, Alysse M. LCSW; Mogro-Wilson, Cristina PhDAuthor Information University of Connecticut School of Social Work, Hartford. Correspondence: Alysse M. Loomis, LCSW, University of Connecticut School of Social Work, 38 Prospect St, Hartford, CT 06103 (email@example.com). This work was supported by the University of Connecticut. This research did not receive any other specific grant from funding agencies in the public, commercial, or not-for-profit sector.The authors declare no conflict of interest. Infants & Young Children: April/June 2019 - Volume 32 - Issue 2 - p 107-122 doi: 10.1097/IYC.0000000000000139 Buy Metrics Abstract Young Hispanic children make up an increasing percentage of children enrolled in preschools; however, little is known about the effects of adversity on their preschool outcomes. This pilot study uses descriptive, correlational, and hierarchical multiple regression analyses to explore the relationship between cumulative adversity, teacher-rated and observed measures of self-regulation, and student–teacher conflict in a predominately Hispanic preschool sample. More than 50% of preschoolers in the study had experienced at least one type of adversity. Results suggest that preschooler's exposure to cumulative adversities may negatively predict both teacher-rated child self-regulation and the student–teacher relationship, indicating that early adversity negatively impacts children's socioemotional skills as well as their relationships with their teachers. This pilot study supports the need for future research expanding on the role of adversity in the preschool context, particularly for Hispanic children. © 2019 Wolters Kluwer Health, Inc. All rights reserved.