Adolescent Mental Health Disorders and Upper Secondary School Completion – The Role of Family Resources

Adolescence Mental Health Disorders and Precarious School-to- Work Trajectories: The Role of Family Background and Gender

“…From a gender perspective, we found similar effects of the externalizing and internalizing disorders on the degree of precarity of school-to-work trajectories. This finding contradicts previous studies showing that internalizing disorders compromise only girls' educational and work outcomes (Fletcher, 2013(Fletcher, , 2008 but is consistent with studies finding the associations of both externalizing and internalizing disorders on educational outcomes to be quite similar for both genders (Jensen et al, 2021;Simson et al, 2021).…”

“…In general, girls experience internalizing disorders more than boys, while externalizing problems are more common among boys than girls (Reneflot et al, 2018). Overall, externalizing disorders are found to have a consistent and strongly negative association with subsequent educational attainment and employment (Evensen et al, 2016; Melkevik et al, 2016; Veldman et al, 2015), whereas for internalizing disorders, the results are less consistent: some studies find educational and work outcomes to be compromised by internalizing disorders (Jensen et al, 2021; Simson et al, 2021; Veldman et al, 2017) while others do not (Evensen et al, 2016; Hetlevik et al, 2018; Landstedt et al, 2016).…”

“…Few studies have investigated the moderating effect of family SES on the relationship between adolescent MHDs and later socioeconomic position, and they have yielded mixed results. Jensen et al (2021), using mental health diagnoses extracted from the specialist health service, found that high parental educational level and high family income buffered the negative impact of externalizing and internalizing disorders on upper secondary school completion for girls, but less so for boys. A Finnish register-based study (Mikkonen et al, 2020) using six birth cohorts to investigate educational attainment by age 27 found that high parental education buffered the negative impact of MHDs on secondary education completion.…”

Educational achievement among children with a disability: do parental resources compensate for disadvantage?

“…The relatively few studies that have examined the extent to which family SES moderates the relationship between child disability and educational outcomes (i.e educational achievement and attainment) have shown mixed findings. Some studies show that the negative relationship between child disability and educational outcomes varies by parental SES ( Jensen et al, 2021 ; Mikkonen et al, 2020 ), while other studies conclude that the negative relationship between child disability and educational outcomes does not vary by parental SES ( Mikkonen et al, 2020 ; Evensen et al, 2016 ; Currie & Stabile, 2007 ; von Simson et al, 2020 ).…”