Growing research evidence on young people’s mental health and wellbeing during Covid-19 has highlighted the importance of examining the social relationships and circumstances that surround adolescent life. This study analysed secondary data obtained from the first wave of the COVID-19 Social Mobility and Opportunities (COSMO) Study, which examined the mental health and wellbeing of young people. Through a series of multiple linear and binary logistic regression analyses, psychological distress, elevated symptoms of depression and generalised anxiety, and self-esteem and life satisfaction were examined in relation to physical health, social support, interpersonal violence (i.e., face to face bullying, cyberbullying, discrimination), and demographic background in 16-year-olds during the pandemic. The findings showed that young people were more likely to report higher psychological distress and elevated symptoms of depression and anxiety if they were female, had poor physical health and limited family and community support, and experienced bullying, cyberbullying, and discrimination. The same measures were also found to predict low self-esteem and life satisfaction. The findings have significant implications regarding the nature of mental health and wellbeing in young people and the importance of accounting for interpersonal violence and social support when examining mental health in 16-year-olds, especially during health crises. A multisectoral approach involving health and education sectors, in collaboration with family and community support services, is advocated to reduce interpersonal violence and support young people’s mental health.

This study applied a person-oriented approach to differentiate middle school students’ academic achievement and psychological well-being. The profiles were identified according to their learning-related motivational beliefs (indicating how motivated they are to learn effectively) and the perceived effectiveness of learning strategies (about how students evaluate deep and surface learning strategies). Participants (N = 1356, Grade 8) completed three questionnaires assessing the motivational beliefs, perceived effectiveness of learning strategies, and psychological well-being. Reading comprehension score was used as an academic achievement measure. Four profiles were identified: high, average, low, and very low learning competence. Profiles differed most in valuing effective learning. Students who belonged to profiles with higher motivational beliefs and better knowledge of learning strategies were also more academically successful and rated their psychological well-being higher compared to students who belonged to profiles with lower motivation and firmer knowledge of learning strategies. To improve students' academic success and well-being, education systems should focus on teaching effective learning strategies as well as supporting motivational beliefs.  

We examined the impact of the program “Families Make the Difference” (FMD) on well-being, feelings of distress, parental stress, parenting, co-parenting, paternal engagement, and several exploratory outcomes of Arab families in Berlin, Germany. FMD is a parent support program designed to assist families with refugee and migration backgrounds as they navigate life in Germany, where they often face challenges such as uncertain residency status, economic hardship, and the loss of their social and familial networks. In addition to the main effects on key outcomes, we also hypothesized that the changes in social support relate to the changes in parent characteristics (e.g., parental stress) and parenting behaviors. One hundred thirty-five caregivers participated in FMD and completed questionnaires before and after the program. We found small but statistically non-significant changes in most outcome measures over time. The only statistically significant finding indicated that female participants reported a decrease in parental stress over time, whereas male participants, on average, reported an increase. The results also suggest that increases in the perceptions of social support over time were associated with reductions in parental stress and feelings of distress and with increases in sensitive parenting, a composite measure of responsive caregiving, paternal engagement with the child and his spouse, and co-parenting. The findings imply that parenting programs with Arab families should be tailored to the needs of male and female caregivers. Future studies should examine the role of social support as a contributing factor to the benefits of parenting programs.