School Belongingness and Mental Health Functioning across the Primary-Secondary Transition in a Mainstream Sample: Multi-Group Cross-Lagged Analyses
MetadataShow full item record
The relationship between school belongingness and mental health functioning before and after the primary-secondary school transition has not been previously investigated in students with and without disabilities. This study used a prospective longitudinal design to test the bi-directional relationships between these constructs, by surveying 266 students with and without disabilities and their parents, 6-months before and after the transition to secondary school. Cross-lagged multi-group analyses found student perception of belongingness in the final year of primary school to contribute to change in their mental health functioning a year later. The beneficial longitudinal effects of school belongingness on subsequent mental health functioning were evident in all student subgroups; even after accounting for prior mental health scores and the cross-time stability in mental health functioning and school belongingness scores. Findings of the current study substantiate the role of school contextual influences on early adolescent mental health functioning. They highlight the importance for primary and secondary schools to assess students’ school belongingness and mental health functioning and transfer these records as part of the transition process, so that appropriate scaffolds are in place to support those in need. Longer term longitudinal studies are needed to increase the understanding of the temporal sequencing between school belongingness and mental health functioning of all mainstream students.
This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ Please refer to the licence to obtain terms for any further reuse or distribution of this work.
Showing items related by title, author, creator and subject.
The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transitionVaz, Sharmila; Parsons, Richard; Falkmer, Torbjorn; Passmore, Anne; Falkmer, Marita (2014)Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal ...
Factors affecting student adjustment as they transition from primary to secondary school: a longitudinal investigationVaz, Sharmila Maria Agnella (2010)Transition from primary to secondary school occurs during the developmental period of early adolescence. Mixed findings exist across the literature on the effects of transition on student adjustment outcomes. This has led ...
The CLIMATE schools combined study: a cluster randomised controlled trial of a universal Internet-based prevention program for youth substance misuse, depression and anxietyTeesson, M.; Newton, N.; Slade, T.; Chapman, C.; Allsop, Steve; Hides, L.; McBride, Nyanda; Mewton, L.; Tonks, Z.; Birrell, L.; Brownhill, L.; Andrews, G. (2014)Background: Anxiety, depressive and substance use disorders account for three quarters of the disability attributed to mental disorders and frequently co-occur. While programs for the prevention and reduction of symptoms ...