Family social support, community “social capital” and adolescents’ mental health and educational outcomes: a longitudinal study in England

Abstract

PurposeTo examine the associations between family social support, community “social capital” and mental health and educational outcomes.MethodsThe data come from the Longitudinal Study of Young People in England, a multi-stage stratified nationally representative random sample. Family social support (parental relationships, evening meal with family, parental surveillance) and community social capital (parental involvement at school, sociability, involvement in activities outside the home) were measured at baseline (age 13–14), using a variety of instruments. Mental health was measured at age 14–15 (GHQ-12). Educational achievement was measured at age 15–16 by achievement at the General Certificate of Secondary Education.ResultsAfter adjustments, good paternal (OR = 0.70, 95% CI 0.56–0.86) and maternal (OR = 0.65, 95% CI 0.53–0.81) relationships, high parental surveillance (OR = 0.81, 95% CI 0.69–0.94) and frequency of evening meal with family (6 or 7 times a week: OR = 0.77, 95% CI 0.61–0.96) were associated with lower odds of poor mental health. A good paternal relationship (OR = 1.27, 95% CI 1.06–1.51), high parental surveillance (OR = 1.37, 95% CI 1.20–1.58), high frequency of evening meal with family (OR = 1.64, 95% CI 1.33–2.03) high involvement in extra-curricular activities (OR = 2.57, 95% CI 2.11–3.13) and parental involvement at school (OR = 1.60, 95% CI 1.37–1.87) were associated with higher odds of reaching the educational benchmark. Participating in non-directed activities was associated with lower odds of reaching the benchmark (OR = 0.79, 95% CI 0.70–0.89).ConclusionsBuilding social capital in deprived communities may be one way in which both mental health and educational outcomes could be improved. In particular, there is a need to focus on the family as a provider of support.

The mediating effect of depressive symptoms on the relationship between bullying victimization and non-suicidal self-injury among adolescents: Findings from community and inpatient mental health settings in Ontario, Canada

“…Various studies (Rothon et al, 2012;Smokowski and Bacallao, 2007) and systematic reviews (Bigby, 2012;Jennings et al, 2014) have documented the positive effect of social support in enhancing mental health and well-being of adolescents. Hay and Meldrum (2010) found that a combination of social support and self-control provides adolescents with the ability to deliberate on their stressful life situation and avoid taking actions that might be deleterious to their mental health and well-being.…”

The Influence of Mental Health, Psychosocial Factors, and Educational Skills on the Educational Aspirations of Indigenous Sámi and Non-Indigenous Adolescents in the Arctic

“…Despite the obvious connection between educational aspirations and subsequent education and employment, many youths have no clear aspirations, or they may be indecisive with regard to their aspirations. Educational aspirations are shown to be strengthened by support from family and friends as well as by other psychosocial factors (6)(7)(8), and they are influenced by good mental health and educational skills (7)(8)(9)(10)(11).…”

“…Mental health has been found to influence educational aspirations and educational attainment in several ways (7,8,10). For example, studies have revealed that externalizing symptoms are related to poorer educational aspirations (9).…”

Not All Developmental Assets Can Predict Negative Mental Health Outcomes of Disadvantaged Youth: A Case of Suburban Kuala Lumpur

“…Similarly, adolescent who has supportive parents score better academically (Rothon, Goodwin, & Stansfeld, 2012).…”

“…According to Diener (1999), improving quality of life of individual is important for enriching an individual's overall well-being over time including as well as physical and mental health. There are reasons to believe that these assets can affect the health, whether it is school engagement (Bond, et al, 2007), resistance (Parto, 2011), peers (Walsh, et al, 2010), families (Rothon, Goodwin, & Stansfeld, 2012), and neighbourhood (van Voorhees, et al, 2008). In light of these established relationships between developmental assets and youth quality of life, little is known about the relationship between mental health and developmental assets in the context of youth living in suburban community.…”