A Whole‐Population Comparative Study of the School Experience and Its Association With Depressive Symptoms Among Immigrant‐Origin and Native Preadolescents.
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| Title: | A Whole‐Population Comparative Study of the School Experience and Its Association With Depressive Symptoms Among Immigrant‐Origin and Native Preadolescents. |
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| Authors: | Abdulhamed, Rekar (AUTHOR), Hietajärvi, Lauri (AUTHOR), Klemetti, Reija (AUTHOR), Lonka, Kirsti (AUTHOR) |
| Source: | Psychology in the Schools. Apr2025, Vol. 62 Issue 4, p1196-1216. 21p. |
| Subjects: | Mental illness, Mental depression, Birthparents, School employees, Teachers, Preteens, School bullying |
| Abstract: | In European studies, immigrant‐origin adolescents report more mental health symptoms than natives do. The school is an important developmental context for them, and more research is needed about how their school experience is related to their mental health symptoms, and whether these relations vary by group. The aim of this study was to assess the prevalence of depressive symptoms, and their association with the school experience among native and immigrant‐origin preadolescents attending the fourth and fifth grades of primary school. Whole‐population surveys of three time points (2017, 2019, 2021, N = 259,382, of which N = 14,930 immigrant‐origin) were used. Immigrant‐origin preadolescents were grouped by their birth country and their parents to first‐ and second‐generation, and to forced and voluntary immigrant groups. Depressive symptoms were most often reported by first‐generation immigrant preadolescents followed by their second generation counterparts. Sense of school belonging was the most important protective factor and bullying the most important risk factor in relation to depressive symptoms. Positive school experiences were more beneficial for the mental health of natives than their immigrant‐origin counterparts. In turn, negative school experiences were more detrimental for the mental health of immigrant‐origin preadolescents. Summary: Depressive symptoms were more common among immigrant‐origin preadolescents compared to natives. Teachers and other school personnel should bear this in mind, as depressive symptoms negatively affect both academic achievement and social functioning.A positive school experience was more likely to benefit native students, but a negative school experience was even more harmful for immigrant‐origin preadolescents than their native counterparts. Teachers and other school personnel should consider in their practice the various factors that may contribute to this in their context, for example, feelings of otherness, alienation, and lack of representation in school and in society.Facilitating a sense of school belonging and reducing bullying are paramount for promoting mental health in school. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In European studies, immigrant‐origin adolescents report more mental health symptoms than natives do. The school is an important developmental context for them, and more research is needed about how their school experience is related to their mental health symptoms, and whether these relations vary by group. The aim of this study was to assess the prevalence of depressive symptoms, and their association with the school experience among native and immigrant‐origin preadolescents attending the fourth and fifth grades of primary school. Whole‐population surveys of three time points (2017, 2019, 2021, N = 259,382, of which N = 14,930 immigrant‐origin) were used. Immigrant‐origin preadolescents were grouped by their birth country and their parents to first‐ and second‐generation, and to forced and voluntary immigrant groups. Depressive symptoms were most often reported by first‐generation immigrant preadolescents followed by their second generation counterparts. Sense of school belonging was the most important protective factor and bullying the most important risk factor in relation to depressive symptoms. Positive school experiences were more beneficial for the mental health of natives than their immigrant‐origin counterparts. In turn, negative school experiences were more detrimental for the mental health of immigrant‐origin preadolescents. Summary: Depressive symptoms were more common among immigrant‐origin preadolescents compared to natives. Teachers and other school personnel should bear this in mind, as depressive symptoms negatively affect both academic achievement and social functioning.A positive school experience was more likely to benefit native students, but a negative school experience was even more harmful for immigrant‐origin preadolescents than their native counterparts. Teachers and other school personnel should consider in their practice the various factors that may contribute to this in their context, for example, feelings of otherness, alienation, and lack of representation in school and in society.Facilitating a sense of school belonging and reducing bullying are paramount for promoting mental health in school. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23385 |
