There were 1,259 Michigan youth who participated in a longitudinal study predicting risk behaviors, job functioning, and educational outcomes at age 25-26 from extracurricular activity involvement in 10th grade.
This study evaluates a model for considering domain-general and domain-specific associations between teacher–child interactions and children's development, using a bifactor analytic strategy.
Teachers' strategies and interactions with students may influence child development outcomes.
The goal of this study was to evaluate potential mental health benefits of yoga for adolescents in secondary school. Students were randomly assigned to either regular physical education classes or to 11 weeks of yoga sessions based upon the Yoga Ed program over a single semester.
Yoga can be beneficial for a range of outcomes, and students may benefit from engaging in yoga practice at school.
Extensive comorbidity between depression and anxiety has driven research to identify unique and shared risk factors.
Emotional abuse and neglect and peer victimization can have lasting negative consequences for youth.
To develop and refine interventions to prevent youth suicide, knowledge is needed about specific processes that reduce risk at a population level.
Adolescence can be a particularly risky developmental period, especially for mental health problems and suicidal ideation. The impact of emotion regulation difficulties and trusting youth-adult relationships on past year suicide attempts was examined in a sample of high school students.
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes.