Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

Woodward, Lianne J.; Fergusson, David M.

doi:10.1111/1469-7610.00600

Cited by 67 publications

(30 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These components are not independent. Where there are declines in emotional well-being, there are also declines in peer relationship quality, and academic performance, though causality has yet to be established (e.g., Woodward and Fergusson, 2000; Reijntjes et al, 2010; Mundy et al, 2017; Rahman et al, 2018). Although many students adapt with relatively few issues, others find the transition impacts one, two, or all of these domains.…”

Section: Introductionmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

View full text Add to dashboard Cite

The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.

show abstract

Section: Introductionmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

View full text Add to dashboard Cite

show abstract

“…Although few studies have explored peer stigma in childhood and adolescence, the research that exists shows that peer stigmatisation is a widespread problem (Walker, Coleman, Lee, Squire, & Friesen, 2008). Research shows that rejected children with emotional and behavioural problems are at risk of experiencing adverse developmental outcomes from educational underachievement and unemployment (Woodward & Fergusson, 2000) to delinquency and problem behaviour (Ladd & Burgess, 2001;Wentzel, 2003), even after controlling for other risk factors and baseline levels of externalising behaviour. As mental health problems persist over time (Kim-Cohen et al, 2003), people are susceptible to potential lifelong stigmatisation, which may have originated in childhood.…”

Section: Introductionmentioning

confidence: 99%

Explicit and implicit stigma towards peers with mental health problems in childhood and adolescence

O'Driscoll

Heary

Hennessy

et al. 2012

Child Psychology Psychiatry

113

View full text Add to dashboard Cite

Background: Children and adolescents with mental health problems are widely reported to have problems with peer relationships; however, few studies have explored the way in which these children are regarded by their peers. For example, little is known about the nature of peer stigmatisation, and no published research has investigated implicit attitudes thus ensuring that stigma is not well understood. To address this issue, the current study explored patterns of explicit and implicit stigmatisation of peers with depression and attention deficit hyperactivity disorder (ADHD). Methods: The sample was 385 children (M = 10.21 years) and adolescents (M = 15.36 years). Participants completed a questionnaire assessing explicit stigma towards an age‐ and gender‐matched peer with ADHD or depression and another peer with ‘normal issues’ who were described in vignettes. They also completed a modified version of the Implicit Association Test (IAT) that explored implicit attitudes towards the target peers. Results: Questionnaire data indicated that the peer with ADHD was perceived more negatively than the peer with depression on all dimensions of stigma, except perceived dangerousness and fear. In contrast, the IAT findings suggest that some participants had more negative views of the peer with depression than the peer with ADHD. Specifically, the findings demonstrate that adolescent males demonstrated significantly stronger negative implicit evaluations of depression compared with younger males and adolescent females. Conclusions: Children and adolescents demonstrate stigmatising responses to peers with common mental health problems. The nature and extent of these responses depends on the type of problem and the type of measurement used. The findings highlight the importance of using both explicit and implicit measures of stigma.

show abstract

“…These skills are important given that studies of the general population show that poor social competence is associated with educational underachievement, peer rejection, internalizing problems, and school disengagement during adolescence as well as poorer social, occupational, and family functioning in adulthood. [7][8][9][10][11] Currently, a small but growing body of studies suggests that children born VPT are subject to a range of social and behavioral difficulties that may affect their life-course opportunities. [12][13][14] Several contemporary follow-up studies have also found an increased risk of autism spectrum disor-ders and related behaviors in survivors of VPT birth.…”

mentioning

confidence: 99%

Social development of children born very preterm: a systematic review

Ritchie

Bora

Woodward

2015

Develop Med Child Neuro

102

View full text Add to dashboard Cite

EPTExtremely preterm SDQ Strengths and Difficulties Questionnaire VPT Very preterm AIM To review systematically studies examining the development of social competence in children born very preterm (VPT) (gestation <33wks) and identify neonatal and family predictors.METHOD Peer-reviewed original articles were extracted from PubMed and PsycINFO following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Selection criteria included children born VPT and comparison children born at term, sample born after 1990, and children assessed between 0 and 17 years on at least one measure of social competence spanning social adjustment, performance, and/or social skills.RESULTS Twenty-three studies were included. Seven focused on social competence and another 16 examined social competence within a range of outcomes. Study quality was low. Limitations included reliance on single informant data, cross-sectional measurement, use of brief screening tools, absence of child or peer report, and no conceptual model. In terms of social adjustment, 16 out of 21 studies found children born VPT had more peer problems and social withdrawal. Findings of social performance were mixed, with some studies suggesting differences in prosocial behavior (4/14) and others not. Social skills were assessed in four studies and showed children born VPT had poorer skills than children born at term. Predictors of social competence included gestational age, neonatal brain abnormalities, and family socio-economic status.INTERPRETATION Children born VPT have poorer social competence. These difficulties emerge early and persist throughout childhood.Recent meta-analyses and systematic reviews have shown that children born very preterm (VPT) (gestation <33wks) are at increased risk of a range of neurodevelopmental impairments compared with their term-born peers. These span cerebral palsy and other motor impairments, cognitive deficits, language delay, behavioral adjustment problems, and poor school achievement. 1-6 Another important aspect of child development that has not been well studied in this high-risk population concerns their social competence or ability to relate to and form successful relationships with others. These skills are important given that studies of the general population show that poor social competence is associated with educational underachievement, peer rejection, internalizing problems, and school disengagement during adolescence as well as poorer social, occupational, and family functioning in adulthood. [7][8][9][10][11] Currently, a small but growing body of studies suggests that children born VPT are subject to a range of social and behavioral difficulties that may affect their life-course opportunities.12-14 Several contemporary follow-up studies have also found an increased risk of autism spectrum disorders and related behaviors in survivors of VPT birth. [15][16][17] Although suggestive of a possible link between prematurity and later social problems, the interpretation of existing research ...

show abstract

Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

Cited by 67 publications

References 48 publications

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

Explicit and implicit stigma towards peers with mental health problems in childhood and adolescence

Social development of children born very preterm: a systematic review

Contact Info

Product

Resources

About