Differential ratings of and maternal impact on anxiety and depression among African American children in special education

Abstract

Abstract African American children are overrepresented in special education based on diagnoses of internalizing behaviors, such as anxiety and depression. Differential ratings of depression and anxiety between self-report and children's mothers and teachers have caused skepticism around the accuracy of teachers' ratings of signs and symptoms of anxiety and depression among African American children. If African American children are truly suffering from disproportionate rates of anxiety and depression, prevention and intervention efforts should be targeted to improve their mental health. According to the ecological systems theory and the social cognitive theory, children's mental health development is impacted by their environments and efficacy beliefs. This study aimed to see if teachers, mothers, and African American children in special education rate internalizing behaviors of children differently and to understand what factors impact these behaviors among African American children in special education. A secondary data analysis of a sample of 126 African American children in special education found that children's self-report of internalizing behaviors was significantly higher than mothers' and teachers' ratings of African American children's internalizing behaviors. Higher reports of mothers' mastery were associated with fewer internalizing behaviors of African American children in special education. In addition, African American girls were more likely to experience anxiety and depression than boys. There was not a statistically significant relationship between children's environment, receipt of the Nurse–Family Partnership intervention, and their internalizing behaviors.