The role of adolescent social inclusion in educational attainment among vulnerable youth

IF 6.8 3区 医学 Q1 PEDIATRICS Child and Adolescent Mental Health Pub Date : 2024-03-18 DOI:10.1111/camh.12709
Heidi M. Renner, Bosco Rowland, Delyse Hutchinson, John W. Toumbourou
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Abstract

Background

Completing high school enables access to educational and employment opportunities associated with better physical and mental health and improved quality of life. Identifying modifiable factors that promote optimal educational trajectories for youth experiencing disadvantage is an important research focus. Social inclusion has been theorised to play a role in promoting better educational outcomes for this priority population, however limited research has examined this relationship.

Method

This study used three waves of data from the state-representative Australian arm of the International Youth Development Study (IYDS) (youngest cohort, N = 733; 54% female, 95% Australian born) to examine the extent to which vulnerability in primary school (Grade 5; Mage = 10.97, SD = 0.38) and social inclusion in mid-adolescence (Year 10; Mage = 15.50, SD = 0.53), were associated with school completion in young adulthood (post-secondary; Mage = 19.02, SD = 0.43).

Results

Regression models identified an interaction between social inclusion and vulnerability (OR = 1.37, 95% CI [1.06, 1.77], p = .016), indicating that the association between vulnerability and school completion varied as a student's level of social inclusion increased. Higher social inclusion was beneficial for youth with lower levels of vulnerability but did not appear to influence school completion for the most vulnerable students.

Conclusions

For many young people, promoting social inclusion may support engagement in education and play a protective role. However, further research is needed to better understand the role of social inclusion for highly vulnerable youth, particularly the mechanisms via which social inclusion may have differential effects on school completion.

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青少年社会融入对弱势青少年受教育程度的影响。
背景:完成高中学业能够获得与改善身心健康和提高生活质量相关的教育和就业机会。确定促进弱势青少年获得最佳教育轨迹的可改变因素是一项重要的研究重点。有理论认为,社会包容在促进这一重点人群取得更好的教育成果方面发挥着作用,但对这种关系的研究却很有限:本研究使用了国际青年发展研究(IYDS)澳大利亚分部中具有州代表性的三波数据(最年轻的一组,N = 733;54% 为女性,95% 出生于澳大利亚),以考察小学(五年级;Mage = 10.97,SD = 0.38)和青春期中期(10 年级;Mage = 15.50,SD = 0.53)的社会包容与青年期(中学后;Mage = 19.02,SD = 0.43)完成学业的关联程度:回归模型发现,社会包容与弱势之间存在交互作用(OR = 1.37,95% CI [1.06,1.77],p = .016),表明弱势与完成学业之间的关系随着学生社会包容程度的提高而变化。较高的社会包容度有利于弱势程度较低的青少年,但似乎并不影响最弱势学生完成学业:结论:对于许多青少年来说,促进社会包容可能有助于他们接受教育并起到保护作用。然而,要更好地了解社会包容对高度弱势青少年的作用,特别是社会包容可能对完成学业产生不同影响的机制,还需要进一步的研究。
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来源期刊
Child and Adolescent Mental Health
Child and Adolescent Mental Health PEDIATRICS-PSYCHIATRY
CiteScore
8.30
自引率
3.30%
发文量
77
审稿时长
>12 weeks
期刊介绍: Child and Adolescent Mental Health (CAMH) publishes high quality, peer-reviewed child and adolescent mental health services research of relevance to academics, clinicians and commissioners internationally. The journal''s principal aim is to foster evidence-based clinical practice and clinically orientated research among clinicians and health services researchers working with children and adolescents, parents and their families in relation to or with a particular interest in mental health. CAMH publishes reviews, original articles, and pilot reports of innovative approaches, interventions, clinical methods and service developments. The journal has regular sections on Measurement Issues, Innovations in Practice, Global Child Mental Health and Humanities. All published papers should be of direct relevance to mental health practitioners and clearly draw out clinical implications for the field.
期刊最新文献
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