Previous research has explored, in depth, the various child, family, neighborhood and community-level characteristics and exposures that can both promote and challenge young children’s development of key competencies and abilities. From parenting, to poverty (and attendant disadvantages), to adverse childhood experiences, the literature is replete with examples of how a myriad of factors can, independently and in conjunction, impact both early and later learning. This study extends these previous efforts by utilizing the first nationally- and state- representative, multi-dimensional measure of HRL to explore the association with multiple child, family, and neighborhood-level factors. The goals of this analysis are 2-fold: 1) describe the national prevalence and examine state-level variation in the proportion of young children who are HRL based on this previously-developed set of measures; and 2) explore the sociodemographic, health, family and neighborhood factors associated with being HRL overall and by domain. (author abstract)