Social Relationships Among Adolescents With Disabilities: Unique and Cumulative Associations With Adjustment

Abstract

This exploratory study investigated linkages between parent, peer, teacher, and mentor relationships and adjustment among adolescents with disabilities. The sample included 228 high school students with disabilities (65% male, 50% White) across four states. Overall findings indicate that students’ social relationships were significantly associated with life satisfaction, problem behaviors, and school bonding and that teacher–student relationships contributed significant unique variance to these outcomes over and above influences of parents and peers. An analysis of specific dimensions of relationships indicated that trust and alienation in teacher–student relationships were particularly strong predictors of adjustment. Mentors also contributed significantly to the life satisfaction of youth. Collectively, our findings indicate that nonfamilial adults significantly contributed to the overall well-being of youth with disabilities.