Diseases of despair in early adulthood: The complex role of social relationships.

"Diseases of despair," most prominently depressive and substance-related problems, diminish the prospects of many young adults, especially those with lower levels of education. Yet many young adults in that situation avoid these problems. Close relationships are thought to be a key factor underpinning risk and resilience among this group. To examine this premise, this study explored links, beyond potential confounders assessed in adolescence, between strengths and strains in the social domain and markers of despair in the early and mid-20s in a Canadian sample overrepresenting youth without postsecondary credentials (N = 543, 52% male, 23% non-White). Having a good general ability to maintain supportive relationships was associated with fewer depressive and substance-related symptoms. Furthermore, support and less strain in relationships with parents and friends were associated with fewer depressive symptoms in the early and mid-20s, while for romantic relationships, associations with depressive symptoms became more consistent and robust in the mid-20s. Therefore, support and strains in romantic relationships gradually gained prominence as a determinant of depressive symptoms as youth advanced in adulthood. For substance-related problems, significant associations emerged for strains in friendships only, in both the early and mid-20s. These results suggest that multiple aspects of relationships pose a risk for or protect from the development of diseases of despair in early adulthood and that their relative importance changes depending on outcomes and developmental timing. Thus, facilitating meaningful social connections and reducing the prevalence and impact of relationship strains might contribute to preventing diseases of despair among youth with lower educational attainment. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter?

This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.

Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School.

BACKGROUND: Very few studies have properly identified how peer victimization is associated with lower achievement in middle or high school. In this context, this study examined how peer victimization at the beginning of middle school is linked with subsequent student achievement. Specifically, it assessed if the behavioral, affective, and cognitive dimensions of engagement in school play a mediation role in the relationship between peer victimization and student achievement. METHODS: The sample of this study included 683 seventh graders attending 3 schools in Montreal, Canada. Students self-reported peer victimization at the beginning and end of grade 7. They also reported their levels of student engagement on the 3 dimensions (behavioral, affective, and cognitive) across 3 time points in seventh and eighth grades. Student achievement in language arts across these 2 years was also obtained through school records. RESULTS: Peer victimization significantly predicted lower achievement over time (b = -.24, p ≤ .001). Peer victimization predicted lower achievement in grade 8 indirectly through affective student engagement (b = -.11, p < .05). Post hoc analyses showed that peer victimization still predicted lower achievement in grade 8 indirectly through a decrease in affective engagement (b = -.14, p < .05). However, when considered alone, a decrease in cognitive engagement also acted as a mediator (b = -.09, p < .05), suggesting a strong link with affective engagement. CONCLUSION: Our findings expose the importance to promote student engagement in school and achievement for victimized youth.

Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences.

Developmental theorists emphasize the existence of reciprocal influences between children's peer experiences and their early classroom behavioral engagement. For school practitioners who must identify relevant intervention targets to design educational activities, estimating precisely how aspects of peer experiences and behavioral engagement jointly unfold over time is of key interest. In addition, it is important to differentiate between intraindividual and interindividual effects. Nevertheless, evidence of these reciprocal links or intra- and interindividual effects during the early stages of schooling is scarce. This study (N = 638 children) used a Latent Curve Model with Structured Residuals (LCM-SR) to disentangle interindividual differences (stable trait-like) from intraindividual changes (dynamic state-like) in the associations between peer experiences (social acceptance and friendship involvement) and children's classroom behavioral engagement from the beginning of kindergarten through Grade 2. Results indicated that the links between children's peer experiences and their behavioral engagement reflect their steady tendency to be well adjusted in the classroom as well as with peers, rather than highlighting reciprocal associations between these factors over time. However, results also underscored that children who showed high engagement tended to be concurrently more accepted by peers in the same school year in Grade 1 or Grade 2, beyond stable aspects of engagement and social acceptance. These findings support the need to develop educational practices to improve social acceptance as a way to foster behavioral engagement. They also indicate that behavioral engagement should be considered a concrete intervention target for school practitioners seeking to improve children's social acceptance during the school year.

Coping and its association with psychological adjustment: Differences between first-, second-, and third-plus generation adolescents.

INTRODUCTION: Adolescents with an immigrant background, whether first-generation (born abroad) or second-generation (at least one parent born abroad), face challenges that could compromise their psychological adjustment compared to their third-plus generation peers. Yet, many are developing positively despite the presence of adversity. To understand what contributes to these adolescents' resilience, it can be useful to study the coping strategies they use. METHODS: A total of 1036 Canadian secondary school students participated in this quantitative cross-sectional study (Mage = 12.9; 56% females; 26% first-generation; 34% second generation; 39% third-plus generation). Coping strategies (coping orientation to problems experienced inventory) were assessed and their differentiated associations with self-esteem, anxiety (Screen for Child Anxiety Related Emotional Disorders), and depressive symptoms (Center for Epidemiologic Studies Depression Scale) were analyzed through path analysis and invariance testing. RESULTS: First-generation adolescents reported more acceptance/reinterpretation and substance use than second- and third-plus generation adolescents. First- and second-generation adolescents reported using religion more than third-plus generation adolescents. First-generation adolescents used self-distraction more often than second-generation adolescents, who used it more often than third-plus generation. The use of humor was more prevalent in second-generation adolescents compared with their third-plus generation peers. In addition, some associations between coping strategies and psychological adjustment differed across generations. In first-generation adolescents, behavioral disengagement was significantly associated with fewer anxiety symptoms. The same trend was observed in second-generation adolescents who used self-distraction. These avoidant strategies are generally associated with poor psychological adjustment. CONCLUSIONS: This study adds new knowledge about differences across generations in the coping strategies used by adolescents to deal with stress. Further practical implications are discussed.

Profiles of Anxious and Depressive Symptoms Among Adolescent Boys and Girls: Associations with Coping Strategies.

Most existing studies investigating profiles of anxious and depressive symptoms in adolescent boys and girls do not consider the high cooccurrence between them, which prevents from identifying how heterogeneous groups might distinctly use coping strategies. To address this gap, the current study relies on a sample of 976 adolescents (56.0% girls (n = 547), aged 12-15 y.o., M = 12.92, SD = 0.75) to identify profiles of self-reported internalizing symptoms while properly disaggregating youth's global levels of internalizing symptoms from their specific levels of anxious and depressive symptoms. The study also assesses whether similar profiles will be identified with the same frequency among boys and girls, as well as the associations between profile membership and coping strategies (problem-solving, social support, cognitive restructuring, cognitive avoidance, and behavioral avoidance) and whether these associations vary between sexes. Bifactor-confirmatory factor analyses confirmed the presence of a global internalizing factor and six specific factors reflecting anxious and depressive symptoms. Latent profile analyses identified three similar profiles among boys and girls but with different prevalence: Low internalizing symptoms (29.97% (n = 164) girls; 70.77% (n = 304) boys), Internalizing and specific anxious symptoms (40.15% (n = 220) girls, 14.75% (n = 63) boys), and Internalizing and specific depressive symptoms (29.86% (n = 163) girls, 14.48% (n = 62) boys). Girls in the Internalizing and specific anxious profile reported more frequent use of four coping strategies compared to boys (problem-solving, social support, cognitive restructuring, and cognitive avoidance). Among boys and girls, the Internalizing and specific depressive profile was associated with the least strategic use of coping strategies (low problem-solving, social support, and cognitive restructuring, and high cognitive and behavioral avoidance). The Internalizing and specific anxious profile was associated with high levels of all coping strategies (except behavioral avoidance). Overall, the study demonstrates that disaggregating global and specific internalizing symptoms allow identifying qualitatively distinct profiles, which then raised questions on the efficacy of the coping strategies used by youth with an Internalizing and specific anxious profile. These results support the adoption of a transdiagnostic approach of treatment based on a holistic representation of all aspects of adolescent boys' and girls' internalizing symptoms to better accompany them in the selection of their coping strategies.

School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters.

Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement. The present study expands and updates this limited literature by using recent data from a high-risk Canadian sample (N = 545) and by considering a range of involvement parameters. Results showed that consistent involvement in the past year was associated with lower odds of dropout (OR = 0.32; 95% CI = 0.17-0.61). However, adolescents who interrupted their involvement during this period (e.g., because of cancelations or exclusions) were as much at risk of dropout as those who were not involved at all. Findings notably imply that excluding students from ECA (e.g., because of No Pass/No Play policies) may heighten their dropout risk.

The 3D-Transition Study: Objectives, Methods, and Implementation of an Innovative Planned Missing-Data Design.

The prevalence of mental health problems represents a significant burden on school and community health resources as early as preschool. Reducing this burden requires a better understanding of the developmental mechanisms linking children's early vulnerabilities with mental health after the transition to formal schooling. The 3D-Transition Study (2017-2021) follows 939 participants from a pregnancy cohort in the province of Québec, Canada, as they transition to kindergarten and first grade to examine these mechanisms. Biannual assessments include completed questionnaires from 2 parents as well as teachers, parent-child observations, anthropometric measurements, and age-sensitive cognitive assessments. Saliva is also collected on 11 days over a 16-month period in a subsample of 384 participants to examine possible changes in child salivary cortisol levels across the school transition and their role in difficulties observed during the transition. A combination of planned missing-data designs is being implemented to reduce participant burden, where incomplete data are collected without introducing bias after the use of multiple imputation. The 3D-Transition Study will contribute to an evidence-based developmental framework of child mental health from pregnancy to school age. In turn, this framework can help inform prevention programs delivered in health-care settings during pregnancy and in child-care centers, preschools, and schools.

Canadian Adolescents' Internalized Symptoms in Pandemic Times: Association with Sociodemographic Characteristics, Confinement Habits, and Support.

Adolescence is a time of increased risk for developing symptoms of anxiety and depression, especially for girls. The stress and social isolation experienced during confinement add new threats to already vulnerable adolescents' daily lives. This study is aimed at determining which sociodemographic characteristics (age, family composition, achievement), confinement habits (schedule, new hobby, sleep duration, cellphone and computer use, sports, schoolwork), and sources of support (parents and teachers) are associated with more or less internalized symptoms in Canadian adolescents. Differences between boys and girls are also investigated. Between April 8 and 30 (2020) and through an online survey, 895 Canadian adolescents (74% girls) aged between 12 and 17 years (M = 14.7) were recruited. Path analysis was performed to identify significant associations between sociodemographic characteristics, confinement habits, support variables, and internalized symptoms. Independent samples t-tests and invariance tests were conducted to compare boys and girls. Results suggest that certain confinement habits (time spent using cellphones, doing sports and schoolwork, finding a new hobby) and support variables (parents working outside the home) were significantly and negatively associated with internalized symptoms. Regarding the sex differences, girls used their cellphones more and invariance test results showed that all associations between predictors and symptoms were statistically similar for boys and girls. This study's results help understand better adolescents' experience in confinement. It sheds light on the habits likely to characterize those who are less at risk of experiencing distress, making it possible to better support adolescents during this challenging period.

Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students.

Students with externalizing or internalizing behavior problems are at increased risk of underachievement and school non-completion, often due to their lower school engagement. Two studies were undertaken to assess the unique and joint (i.e., interactive) associations between behavior problems and engagement during two developmental periods; childhood and adolescence. These studies also aim to disentangle the contribution of global (externalizing and internalizing) and specific (hyperactivity/inattention, opposition/defiance, anxiety, depression) behavior problems on the global and specific aspects of student behavioral, emotional, and cognitive engagement. Study 1 was conducted among a sample of elementary school students (n = 1036; 3rd to 6th grade; mean age = 9.94 y.o.; 47.30% female; majority native Canadians) and Study 2 was conducted in secondary school (n = 1011; 7th and 8th grade; mean age = 12.93 y.o.; 55.77% female; 60.64% from immigrant background). Results of the bifactor-CFA and path analyses from both studies indicate that global externalizing behaviors were associated with lower global and specific behavioral engagement. In Study 1, global internalizing behaviors were also associated with lower global and specific cognitive engagement, whereas specific anxiety was associated with lower global and specific emotional engagement. In Study 2, specific depressive symptoms were associated with lower global and specific emotional engagement. Together, these two studies suggest that externalizing behaviors remain risk factors for student disengagement during childhood and adolescence, but that the risk posed by internalizing behaviors increases in importance for older students.

Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies.

Many dropout prevention programs have been developed and validated in the past decades. Yet, little is known about the contextual factors influencing the implementation of these programs. Implementation processes, such as school principal leadership and governmental funding, have been identified for their influence on program implementation, but the mutual or dynamic influence of these processes is yet to be understood. This study examines the processes involved in the implementation of Check & Connect (C&C), a well-established targeted dropout prevention program validated in several countries that aims at promoting the development of a significant relationship between at-risk students and a mentor as a way to prevent school dropout. Semi-structured interviews were conducted with 12 mentors and coordinators directly involved in C&C implementation. Analyses were conducted in two subsequent steps: thematic analyses first helped identify implementation processes described by respondents, and then synthetic case studies allowed us to build the implementation stories of distinct sites. This last step was conducted using the Planned Change Framework. This framework helped us to understand the complex dynamics of implementation processes in each site, which were associated with previously identified program outcomes, beyond implementation fidelity. Implications for future implementations of evidence-based programs in the school setting are discussed.

Migrant families with children in Montreal, Canada and transnational family support: a protocol for a focused ethnography.

INTRODUCTION: There is a gap in research regarding transnational family support (emotional, practical, spiritual, informational and financial) as a resource for migrant families with children. From the perspective of migrant families and their family back home, the objectives of this study are to (1) identify the types and ways that transnational family support is provided to migrant families in Canada; (2) assess for patterns in the data that may suggest variations in the nature of this support (eg, by migration status, time in Canada, children's ages, family circumstances) and over time and (3) explore the impact (positive and negative) in receiving and providing transnational support, respectively. METHODS AND ANALYSIS: A focused ethnography is planned. We will recruit 25-35 migrant families with children with different migration histories (eg, economic or forced migration from a mix of countries) and family circumstances (eg, single parenthood, families living with extended family, families with children in the home country) living in Montreal, Canada. Families will be recruited through community organisations. Data will be gathered via semistructured interviews. To capture the perspective of those providing support, family members in the home country for each migrant family will also be recruited and interviewed through communication technology (eg, WhatsApp). Data collection will also involve observation of 'transnational interactions' between family members in Montreal and those back home. Data will be thematically analysed and results reported in a narrative form with an in-depth description of each theme. ETHICS AND DISSEMINATION: Ethical approval was obtained from the sciences and health research ethics committee at the University of Montreal. Study results will be shared through traditional forums (publication, conference presentations) and via other knowledge dissemination/exchange activities (eg, 'lunch and learn conferences' and seminars) through the research team's research centres and networks to reach front-line care-providers who interface directly with migrant families.

Parenting practices during middle adolescence and high school dropout.

INTRODUCTION: Despite inconclusive findings, educational researchers have long considered adequate parenting practices instrumental in preventing high school dropout among adolescents. The present short-term retrospective study focuses on parenting practices during middle adolescence when dropout typically occurs. METHODS: The culturally diverse, high-risk sample of Canadian adolescents (N = 108; Mage = 16.0 years) from low-income neighborhoods included very recent dropouts and matched still-in-school students. A global score reflecting the quality of parenting practices during the period preceding dropout (or comparable period) was derived from adolescents' answers to a well-established structured interview protocol. Transcripts of interviews were also used to identify the potentially disruptive challenges (e.g., parental incarceration) that families faced. RESULTS: Results show a robust relationship between current parenting practices and dropout that was not moderated by challenging family circumstances or immigration history. Descriptive findings indicate that extreme and relatively rare cases of parental neglect were associated with a high dropout risk, but that most dropouts lived in families where communication and supervision, although not entirely absent, were minimal. CONCLUSION: Offering systematic support to parents of middle adolescents could help to prevent dropout in high-risk communities.

Gender Differences in Adolescents' Exposure to Stressful Life Events and Differential Links to Impaired School Functioning.

Gender differences in exposure and reactivity to specific stressful life events (SLE) contribute to explaining adolescent boys' and girls' differential susceptibility to common adjustment difficulties like depression and behavioral problems. However, it is unclear whether these gender differences are also relevant to understanding another key marker of adolescent maladjustment: high school dropout. A state-of-the-art interview protocol was used to assess recent SLE in a sample of academically vulnerable Canadian adolescents (N = 545, 52% boys). The sample was comprised of three groups in approximately equal proportions: 1) students who had recently dropped out; 2) matched students at risk of dropping out but who persevered nevertheless; and 3) "normative" students with an average level of risk. When SLE of all types were considered together, overall exposure was similar for adolescent boys and girls, and the SLE-dropout association did not vary as a function of gender. However, gender differences emerged for specific events. Boys were especially exposed to SLE related to performance (e.g., school failure, suspension) and conflicts with authority figures (e.g., with teachers or the police), whereas girls were particularly exposed to SLE involving relationship problems with family members, peers, or romantic partners. In terms of specific SLE-dropout associations, one consistent result emerged, showing that performance/authority-related SLE were significantly associated with dropout only among boys. It therefore seems that considering gendered exposure and sensitivity to SLE is important for understanding the emergence of educational difficulties with long-ranging consequences for future health and well-being.

Circumstances Preceding Dropout Among Rural High School Students: A Comparison with Urban Peers.

This study examined whether recent disruptive events would increase the likelihood of high school dropout among both rural and urban youths, and whether the types of disruptive events preceding dropout would be different in rural vs. urban environments. Based on interviews conducted with early school leavers and matched at-risk schoolmates (N = 366) in 12 disadvantaged Canadian high schools, recent disruptive events appeared to generally trigger dropout. However, the prevalence of some types of events associated with dropout varies according to the environment. In agreement with social disorganization and formal/informal social control models, crises involving child welfare services or the juvenile justice system (e.g., an arrest after a fight) represented a lower share of triggering events among rural than urban leavers (8% vs. 26%, respectively), whereas those involving peer conflicts and rejection (e.g., exclusion from one's peer group) were overrepresented among rural compared to urban leavers (26% vs. 10%, respectively). These differences are thought to represent upsides and downsides associated with the relative density, stability, and overlapping nature of rural adolescents' social networks. Practical implications are discussed, notably regarding the relevance and contextual adaptation of prevention programs as a function of place.

Witnessing violence in early secondary school predicts subsequent student impairment.

BACKGROUND: Past research suggests that adolescents who witness violence are at risk of adjustment problems. However, few studies have implemented a longitudinal design and have accounted for direct experiences of victimisation and other major confounders. This prospective study examines the relationship between witnessing school violence and subsequent impairment and whether such associations depend on the kind of violence witnessed. METHODS: 3936 adolescents from Quebec (Canada) were followed from ages 12 through 15 years. Linear regression tested associations between witnessing school violence at age 13 and subsequent antisocial behaviour (drug use, delinquency), emotional distress (social anxiety, depressive symptoms) and academic adjustment (school achievement, engagement) at age 15. We compared the relative contribution of differing forms of witnessing school violence versus being victimised directly. RESULTS: General school violence predicted later impairment. The adjusted associations between indirectly experiencing violence as a bystander and subsequent impairment were comparable to those of direct victimisation. Witnessing covert and major violence was associated with drug use and delinquency. Witnessing minor violence was associated with increases in drug use, social anxiety, depressive symptoms and decreases in school engagement. CONCLUSIONS: Almost all students witnessed school violence, which predicted impairment. Witnessing violence was associated with risk of subsequent adjustment problems 2 years later. Directly experienced victimisation showed a comparable magnitude of risk. This suggests that when it comes to symptoms of conduct disorder, witnessing violence might have the same impact as experiencing it directly. Witnessing earlier covert and major violence predicted social impairment whereas minor violence predicted psychological and academic impairment.

Evaluating the implementation of Check & Connect in various school settings: Is intervention fidelity necessarily associated with positive outcomes?

There are numerous school dropout prevention programs. However, few of them have undergone a rigorous implementation evaluation to understand their effects. This research presents two studies that evaluated the intervention fidelity and differential effects of Check & Connect (C&C), a targeted school dropout prevention program aimed at promoting student engagement and achievement. A total of 145 elementary school students (Study 1) and 200 secondary school students (Study 2) from two French-Canadian school boards (regional districts grouping elementary and secondary schools) received the C&C intervention for two years. In both studies, a clinical monitoring form was used to compare the intervention fidelity of each program component and active ingredient with what was initially planned. The relation between intervention fidelity and the effects of C&C on student engagement and achievement was analyzed using multiple linear regressions. Overall, the results show that intervention fidelity varies across elementary and secondary schools from one component to another and from one site to another. Furthermore, the association between the fidelity of each component and positive outcomes varies, depending on the implementation site. This evaluation supports the relevance of every component of C&C to favor engagement and academic achievement among at-risk elementary and secondary school students, while suggesting that the importance of certain program components may vary, depending on contextual influences on implementation and outcomes.

Prospective associations between toddler televiewing and subsequent lifestyle habits in adolescence.

BACKGROUND: Watching television is a common pastime for very young children. High exposure may negatively influence physical and mental health outcomes. Not much is known about how early exposure relates to lifestyle choices in adolescence. OBJECTIVE: To estimate how toddler televiewing is subsequently associated with lifestyle indicators at adolescence. METHODS: Participants are 986 girls and 999 boys from the Quebec Longitudinal Study of Child Development birth cohort (Canada). Child self-reports lifestyle habits at age 13 that were linearly regressed on parent-reported televiewing at age 2 while adjusting for potential confounders. RESULTS: Every 1 h 13 m increase in daily televiewing was prospectively associated with a 8.2% increased risk of unhealthy eating habits (unstandardized b = 0.05; 95% CI, 0.02 to 0.07), 10.1% decrease in eating breakfast on weekdays (unstandardized b = -0.06; 95% CI, -0.09 to -0.04), 13.3% increase in BMI (unstandardized b = 0.38; 95% CI, 0.26 to 0.50), 4.7% decrease in student engagement (unstandardized b = -0.07; 95% CI, -0.14 to -0.004), and 5.8% increase in concurrent screen time (unstandardized b = 0.06; 95% CI, 0.02 to 0.11). Post hoc simulations of noncompliance with AAP recommendations support their implementation. CONCLUSIONS: Excessive toddlerhood televiewing was prospectively associated with less optimal health and self-invested behavioral dispositions. Lifestyle habits not only affect metabolic risk but may also influence personal success outcomes. These independent relationships, observed more than a decade later, suggest a need for better parental awareness of the way children invest their limited waking hours could affect their long-term life course trajectories.

Revisiting the Link Between Depression Symptoms and High School Dropout: Timing of Exposure Matters.

PURPOSE: Recent reviews concluded that past depression symptoms are not independently associated with high school dropout, a conclusion that could induce schools with high dropout rates and limited resources to consider depression screening, prevention, and treatment as low-priority. Even if past symptoms are not associated with dropout, however, it is possible that recent symptoms are. The goal of this study was to examine this hypothesis. METHODS: In 12 disadvantaged high schools in Montreal (Canada), all students at least 14 years of age were first screened between 2012 and 2015 (Nscreened = 6,773). Students who dropped out of school afterward (according to school records) were then invited for interviews about their mental health in the past year. Also interviewed were matched controls with similar risk profiles but who remained in school, along with average not at-risk schoolmates (Ninterviewed = 545). Interviews were conducted by trained graduate students. RESULTS: Almost one dropout out of four had clinically significant depressive symptoms in the 3 months before leaving school. Adolescents with recent symptoms had an odd of dropping out more than twice as high as their peers without such symptoms (adjusted odds ratio = 2.17; 95% confidence interval = 1.14-4.12). In line with previous findings, adolescents who had recovered from earlier symptoms were not particularly at risk. CONCLUSIONS: These findings suggest that to improve disadvantaged youths' educational outcomes, investments in comprehensive mental health services are needed in schools struggling with high dropout rates, the very places where adolescents with unmet mental health needs tend to concentrate.

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events.

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; Mage  = 16.3 years; N = 545): recent dropouts, matched at-risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice.