Association of School Engagement, Academic Difficulties and School Avoidance with Psychological Difficulties Among Adolescents Admitted to a Psychiatric Inpatient Unit

Framework for successful school reintegration after psychiatric hospitalization: A systematic synthesis of expert recommendations

“…The discharge plan elaborated during this meeting incorporates content from the reintegration plan (including the safety or crisis plan) while grounding it within a set of complementary care and services susceptible to foster the student's positive adaptation at home and in the community (DeMaso & Ryan, 2016; Rager, 2013). The discharge plan may also include references to other services to ensure ongoing medical monitoring of the student, and references towards support resources for the parents or family (Blizzard et al, 2016; Ogilvie et al, 2019).…”

“…With regards to psychosocial support, the medical team should encourage the student to identify academic, affective, and social stressors related to their reintegration such as anxiety (e.g., Ogilvie et al, 2019). Once stressors are identified, strategies and resources can be planned.…”

The impact of behavioral disorders on the level of custodial school-engagement among detained adolescent boys: an observational cohort study

“…Though there is hardly any study conducted among youth correctional samples to compare our findings with, at least one study conducted among normative samples in the United States of America has also demonstrated an association between psychological difficulties, including behavioral disorders, and poorer school engagement. 24 This is not surprising as symptoms of some of the behavioral disorders, including inattention, impulsivity, aggression, and defiance; are known to enduringly interfere with the learning process and environment. 10 In addition, adolescents with these symptoms tends to adjust more negatively to the detention experience 25 ; a poor adjustment that can interfere with their settling down to learn.…”

Unravelling the Longitudinal Relations Between Developmental Milestones, General Psychopathology, and Personality Functioning in a Youth Clinical Sample

“…Indeed, difficulties in identity formation are currently considered a transdiagnostic risk factor for a wide spectrum of mental disorders (Kaufman et al, 2014 ; Klimstra & Denissen, 2017 ); nevertheless, a negative influence of early psychopathology on identity development has also been found (Potterton et al, 2022 ). Finally, pertaining to the professional area, there is a scarcity of longitudinal evidence on the link between school/working performance and psychopathology, especially in emerging adults; however, cross-sectional studies on both clinical (Ogilvie et al, 2019 ) and non-clinical (Gonzálvez et al, 2022 ; Ligier et al, 2020 ) adolescent samples supported a reciprocal influence between school difficulties (e.g., academic failure, school avoidance and dropout, low investment in schoolwork) and symptoms of mental disorders.…”