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Adolescent Internalizing Symptoms, School Experiences, and Attendance: Sex-Specific Within-Person Pathways
Qiqi Cheng1, Emma Thornton1, Christopher Knowles1
1Manchester Institute of Education, The University of Manchester, Manchester, United Kingdom.
Summary
Adolescent internalizing symptoms negatively impact school belonging and staff relationships. While most effects are similar for boys and girls, targeted interventions for staff relationships (boys) and school belonging (girls) show promise.
Area of Science:
- Developmental psychology
- Adolescent mental health
- Educational psychology
Background:
- The interplay between adolescent mental health and school experiences is complex.
- Longitudinal relationships between internalizing symptoms, school belonging, staff relationships, and attendance require further investigation.
- Understanding sex differences in these dynamics is crucial for effective interventions.
Purpose of the Study:
- To examine the reciprocal, within-person longitudinal pathways between internalizing symptoms and school-related factors (attendance, belonging, staff relationships) in adolescents.
- To investigate potential sex differences in these developmental cascades.
- To inform targeted interventions for adolescent well-being.
Main Methods:
- Utilized data from the #BeeWell study (2021-2023), including 25,506 English adolescents (aged 12-15).
- Linked survey data with administrative attendance records.
- Employed Multigroup Random-Intercept Cross-Lagged Panel Models to analyze within-person longitudinal pathways, stratified by sex.
Main Results:
- A consistent 'child-driven' pathway emerged: increased internalizing symptoms predicted decreased school belonging for both sexes.
- This pathway extended to staff relationships for boys and attendance for girls.
- Sex-specific protective effects were observed: improved staff relationships reduced internalizing symptoms in boys, while increased school belonging did so for girls.
- Attendance changes did not predict internalizing symptom changes for either sex.
- Most pathways (19/24) were equivalent across sexes.
Conclusions:
- While most longitudinal dynamics between adolescent internalizing symptoms and school factors are similar across sexes, significant sex-moderated protective and risk pathways exist.
- Findings support a tiered intervention approach: universal strategies to enhance school experiences for all, and targeted interventions focusing on staff relationships for boys and school belonging for girls.
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