Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.

Abstract

Persistent inequities in the educational success of Black adolescents are a critical social justice concern. Though psychological distress has been associated with worse educational outcomes, less is known about the mechanisms that may influence this association. This study used nationally representative cross-sectional data from the National Survey of American Life-Adolescent (2001-2004 to explore how developmental assets (i.e., self-esteem, mastery, school bonding, educational aspirations, and educational expectations) mediate associations between psychological distress (i.e., perceived stress, depressive symptoms) and educational outcomes (i.e., grades, grade repetition, suspensions, and expulsions) among 1,170 Black adolescents ages 13-17 (52% female; M age = 15). The study found that educational expectations were a statistically significant mediator; lower psychological distress was associated with greater expectations which, in turn, was linked to better grades, lower grade repetition, and fewer expulsions. Additionally, school bonding was a statistically significant mediator such that lower perceived stress and depressive symptoms were associated with better school bonding. In turn, school bonding was associated with higher grades and fewer school expulsions. Self-esteem also significantly mediated the association between psychological distress and grade repetition. Study findings can contribute to precision in identifying culturally relevant targets of interventions among Black adolescents and help to address racial disparities in adolescent educational outcomes. Educational Impact and Implications StatementThis research used a strength-based approach to explore developmental assets that have the potential to promote better educational outcomes among Black adolescents, despite experiences of psychological distress. We found that self-esteem, positive connections to school, and higher educational expectations supported better grades, as well as less grade repetition and fewer expulsions. The findings warrant further exploration in the development of school-based efforts to address racial disparities in adolescent educational outcomes.