Adolescent Well-being Research Articles

Adolescent well-being in time of crisis: The role of social and residential contexts

Abstract Background It is unknown whether social or residential context during the COVID-19 lockdowns may impact mental well-being. We identified classes of each of social and residential context during the lockdown and examined their associations with mental well-being among French adolescents one-year after the first lockdown. Methods We used data collected in a cross-sectional study design in 2021 from 387 adolescents ages 12 to 15 years enrolled in the school-based pilot study for EXIST. Participants reported social and residential characteristics during the lockdown retrospectively, and current mental well-being in self-report questionnaires. We used latent class analysis to identify classes of social and residential contexts, and linear regression models to study their association with mental well-being. Results Four social context classes were identified: class 1 ‘Low opportunities for social contacts at home’, class 2 ‘Moderate opportunities for social contact at home”, class 3 ‘High opportunities for social contact at home’, and class 4 ‘Very high opportunities for social contact at home’. Compared to class 4, lower levels of mental well-being were observed among adolescents in class 1 (b= -4.08, 95% CI [-8.06; -0.10]) one year after the lockdown. We identified four residential context classes, with differences across classes in proximity to nature, type of residence (e.g., apartment, house), and level of neighborhood deprivation. No association was found between residential context during the lockdown and adolescent mental well-being one year later. Conclusions An unsupportive social environment during the lockdown may have long-term effects on mental well-being among adolescents. Given the observed disparities in social support, future intervention should aim to strengthen social support for adolescents living in unsupportive environments (e.g., remote homework assistance, support for isolated parents, provision of virtual chat rooms for adolescents). Key messages • Mental well-being was challenged among youth with lower levels of social connectedness and support during lockdown, residential context was not associated with adolescent well-being after one year. • During crisis, a critical need among adolescents does not pertain to the physical attributes of their living environment, but rather to social support from friends or family within and outside home.

Predictors of adolescent well-being around the globe: are students from Confucian East Asia different?

PurposeUsing rich data from nearly 400,000 15-year-olds across 70 middle- and high-income countries and economies participating in PISA 2018, this study investigates (1) global predictors of adolescent subjective well-being (SWB), and (2) differences in adolescent life satisfaction, its predictors and endowments with predictors across world regions and cultures. A particular focus lies on comparing Confucian East Asia (CEA) with other world regions.MethodsData were analyzed using multiple linear regressions and Blinder-Oaxaca decomposition. As measures of adolescent well-being, this study employs life satisfaction, affective well-being, and meaning in life.ResultsGlobally, adolescent well-being outcomes are found to be most strongly linked to gender, personality, relative SES, relationship quality, peer SWB, autonomy and the learning environment, as well as local cultural factors. Estimations by world region reveal several culture-specific explanations for interregional well-being gaps. In particular, notoriously low levels of life satisfaction among students from CEA countries are found to be associated with low self-efficacy, low peer well-being, as well as with high emotional interdependence compared to other world regions. Emotional interdependence is more strongly experienced among CEA adolescents compared to adolescents from any other world region. Moreover, it is found to be more strongly associated with life satisfaction in the CEA region than in any other region. In line with the former, CEA students show stronger links between other relational factors (parents’ emotional support; sense of belonging at school) and life satisfaction compared to most other regions.ImplicationsThis study suggests that among the environmental factors that shape the experience of adolescent lives, relationship and cultural factors play key roles and are closely intertwined. Parents, educators and policymakers around the world should focus on creating a positive school environment that promotes well-being, student self-efficacy, a sense of belonging, and a safe space in which failure is accepted as part of the learning process. This is particularly needed in Confucian East Asian countries.

The Icehearts Europe Implementation Guide to promote a mentoring programme for youth mental health

Abstract Issue/problem In Europe, 9 million young people (10-19) suffer from mental disorders and 70% of children and adolescents with mental health problems do not receive appropriate interventions at a sufficiently early age. Moreover, during the Covid-19 pandemic a high prevalence of depressive symptoms, anxiety and sleep disorders was observed in the population aged 4-19 years. The Icehearts Europe project (funding: EU4Health 2022 Programme) aims to disseminate at EU level a long-term programme for supporting health and wellbeing of disadvantaged children and adolescents. It is inspired by the Finnish best practice Icehearts, a 12-year long mentoring programme. Five pilot countries (Italy, Denmark, Spain, Slovenia, Estonia) will test the model to raise European awareness of how it works and to get more countries and organisations involved. Description of the problem Icehearts Europe is a preventive mentoring programme based on team sports, recreation and school support activities, with a child-centred community approach. To facilitate its implementation, a practical guide has been developed for grassroots sport and social promotion organisations to help them implement the model in their own contexts. The guide is the result of both a multisectoral cooperation between grassroots sport, health, universities, NGOs, and qualitative study activities (bibliographic research, study visit, group work, analysis of the situation and needs of local contexts). Results From February 2024 the Icehearts Europe Implementation Guide is available in six languages at https://www.icehearts.eu/resources. It is now being adapted by the Icehearts Europe partners into an online training programme for managers. Lessons The guide has incorporated lessons learnt from the Finnish model, considered as an evidence-based approach. It contains several operational tools to implement Icehearts Europe and can be adopted using different approaches: there is no one-size-fits-all solution. Key messages • Developed as a support to the Icehearts Europe piloting partners and as a basis for a fully-fledged online training programme for future Icehearts Europe managers. • To facilitate the implementation of early interventions to promote health and wellbeing of children and adolescents and enable them to cope with disadvantaged conditions.

Associations of adolescent academic performance, sports, disordered eating, and menstrual dysfunction

Abstract Background Regular menstruation is a crucial indicator of comprehensive well-being in adolescents. We aimed to assess risk factors associated with menstrual cycle dysfunction in a population-based cohort of high school students, focusing on academic performance, sports participation, and disordered eating. Methods In 2022, we recruited 1161 female first-year students from 21 diverse high schools in the capital region of Finland. They completed an online survey comprising questions about menstrual cycle, academic achievement, sports involvement, disordered eating and school burnout. Results Of 935 (81%) participants (mean age 16) not using hormonal preparations, 336 (37%) reported irregular menstruation. Adolescents with irregular menstruation showed higher middle school grade point average (GPA) (OR 1.4, 95% CI 1.1-1.8), lower body mass index (OR 2.2, 95% CI 1.3-3.5), and more disordered eating symptoms (OR 2.1, 95% CI 1.4-3.0) than adolescents with regular menstruation. While overall physical activity showed no significant correlation with irregular menstruation, casual exercisers with irregular menstruation exhibited both higher GPAs (OR 1.4, 95% CI 1.4-1.9) and more disordered eating symptoms (OR 2.6, 95% CI 1.6-4.1) than competitive athletes, whereas competitive athletes with irregular menstruation showed higher school burnout scores than casual exercisers but no disordered eating. Conclusions We recommend the use of screening tools to recognize disordered eating and school burnout among female high school students facing menstrual irregularities. Key messages • A third of adolescent females had irregular menstruation. Casual exercisers with irregular menstrual cycle were at risk of eating disorders and competitive athletes at risk of school burnout. • Screening of disordered eating and school burnout among adolescent females facing menstrual irregularities could be beneficial.

Can a Universal Mindfulness Programme Improve Well-Being in Adolescents?

Abstract Background Approx. 14% of adolescents experience mental health disorders. Mindfulness-based interventions (MBIs) could be one way to support adolescents’ well-being. We investigated the effectiveness of a 9-week school-based mindfulness intervention on adolescents’ well-being, moderated by gender, grade, and independent practice. Methods In total 3519 Finnish adolescents (aged 12 - 15) from 56 schools were randomized into intervention, active (relaxation), and inactive (normal school curriculum) control groups. Well-being was assessed with two life satisfaction measures (Life Satisfaction [OECD] and The Satisfaction with Life Scale-Child [SWLS-C]) and positive and negative affects (Positive and negative affects [PANAS]) at baseline, at 9 weeks and 26 weeks and analyzed using multilevel linear modeling. Results Significant improvement in life satisfaction (SWLS-C) was found at 9 weeks in the MBI group (β = 0.38, 95 % CI 0.08-0.68, p = 0.009) compared to the active control. Furthermore, MBI demonstrated an increase in life satisfaction (OECD) among boys (β = 0.25, 95 % CI 0.04-0.46, p = 0.016) and 6th graders (β = 0.26, 95 % CI 0.04-0.49, p = 0.015) at 9 weeks compared to the active control. Additionally, MBI participants engaging in independent practice at least once a week had a higher increase in positive affect at week 26 compared to both the active (β = 3.01, 95 % CI 0.55-5.47, p = 0.009) and inactive control groups (β = 2.81, 95 % CI 0.23-5.40, p = 0.026). Those practicing MBI almost daily also demonstrated a higher increase in positive affect at week 26 compared to the active control group (β = 2.95, 95 % CI 0.28-5.62, p = 0.023). Conclusions MBI in the school context seems to have the potential to increase the well-being of adolescents, especially those who commit to regular independent mindfulness practice. Gender and grade may moderate the effects of MBI. Therefore, we need to better understand how gender and age influence the effectiveness of MBI. Key messages • The findings indicate the need to further examine potential mediators and moderators that may influence the effectiveness of MBI on adolescents. • According to this study, regular mindfulness practice in schools appears to be a promising way to improve well-being of adolescents.

Professional support for children or adolescents whose mental well-being is at risk

Abstract Background Children and adolescents’ mental health issues are globally among the most significant concerns. Research on the topic often focuses on already manifested mental health problems, and research concerning mental well-being and the preferences of service users regarding early-stage support is scarce. This study aimed to define what professional support experts-by-experience hope for a child or adolescent in situations where mental well-being is threatened. Methods The qualitative study with focus group interviews was conducted in Finland during the autumn of 2022. Participants (n = 26) were experts-by-experience who had experienced threats to mental well-being either during their own childhood (before the age of eighteen years) (n = 19) or through the perspective of being a parent (n = 3), or both (n = 4). The data was analyzed using inductive content analysis. Results In situations where the mental well-being of children or adolescents is at risk, professionals working with families were expected to 1) demonstrate an appreciative and compassionate attitude, 2) provide a daycare environment or school environment that supports mental well-being, 3) support the participation of children and adolescents, 4) involve and support family, 5) organize peer support, and 6) provide services that are seamless and need-adapted. Conclusions The results help to develop services supporting mental well-being, considering the perspective and preferences of service users. During the study, one model identified to meet the participants’ desires was the Open Dialogue Approach originally developed in Finland. Key messages • In services supporting mental well-being, ensuring the child’s or adolescent’s participation and involving parents is important. • In addition to the support provided by professionals, the significance of peer support was highlighted. Professionals should actively refer service users to peer support.

Capacity mapping of comprehensive sexuality education in Gabon: A qualitative analysis

Abstract Background Access to comprehensive sexuality education (CSE) is crucial for adolescent health and well-being. Following UNESCO’s recommendations, Gabon revised its sex education policy in 2017 to better address adolescents’ sexual health needs. This study aims to map the capacities of the public health and education sector to implement Gabon’s CSE policy. Methods Semi-structured interviews were held with 15 professionals from ministries, NGOs, and development partners. Thematic analysis guided by Aluttis et al’s public health capacity model allowed to assess the existing capacities and gaps in leadership, organizational structures, partnerships, resources, and knowledge development for CSE. Results The implementation of CSE in Gabon is hindered by sociocultural and political factors, including the taboo on adolescent sexuality influencing perceptions of CSE content, natalist policies, and socio-economic disparities. Governmental involvement in CSE is limited to key ministries. Organizational structures for CSE lack cohesion due to changes in governance regimes and a lack of support for civil society organizations. Human resources are unevenly distributed, and financial constraints impede government initiatives, causing a strong reliance on external funding. An important role in supporting CSE is played by development partners and partnerships between stakeholders. While knowledge development for CSE is underway, monitoring and evaluation procedures are insufficient, and evidence mobilization by key professionals is insufficient. Conclusions Enhancing stakeholder collaboration, addressing structural constraints, and mobilizing human and financial resources are critical for effective CSE implementation in Gabon. Addressing these barriers requires coordinated efforts among stakeholders and addressing systemic challenges. This study provides insights for policymakers and practitioners to strengthen CSE programs and promote adolescent sexual health in Gabon. Key messages • CSE implementation is hindered by taboos on adolescent sexuality, natalist policies, and socio-economic gaps. • Evaluation and evidence mobilization deficits limit effectiveness.

Inequalities in education in the COVID-19 pandemic: health and education professionals’ perspectives

Abstract Background Cycles of school closure and reopening during the COVID-19 pandemic, coupled with remote learning, led to concerns about increasing inequality in education that persist in 2024. The aim of this abstract, within a wider study of safe school reopening, is to explore health and education professionals’ perceptions of inequalities among students during the pandemic. Methods In 2021, online semi-structured interviews were conducted in 6 languages with education and health professionals. They explored the: 1-effect of the pandemic on schools/pupils/teachers; 2-reorganisation of schools; 3-experience of implementing infection control measures in schools; 4-intersectoral working; 5-important resources for keeping schools open. Interviews were transcribed verbatim and translated into English where needed. A deductive qualitative analysis was undertaken using the conceptual framework developed by the United Nations H6+ Technical Working Group on Adolescent Health and Well-Being. Domain 3 (safety and supportive environment) includes consideration of equality. Results 62 interviews were included in the analysis (22 health and 40 education professionals from 28 countries). Professionals perceived greater negative impact on education for specific groups of students. Those with chronic illness stayed out of school for longer than others. Good access to distance learning was difficult for students from rural areas (lack of internet/electricity), disadvantaged families (lack of electronic equipment) or larger families (less learning space at home). Conclusions Professionals perceived that school closures intensified the disadvantage experienced by certain groups of students, exacerbating inequalities in education. Targeted catch-up strategies are still needed. Key messages • School closure during the COVID-19 pandemic have exacerbated inequalities in education. • In future health crisis impacting schooling, targeted catch-up strategies would be needed for certain groups of students.

Tobacco and nicotine products use among adolescents in Serbia – Latent class analysis

Abstract Background In parallel with a decline in cigarette smoking in the previous decade, other tobacco and nicotine products (TNPs), that are often used concurrently, have gained popularity among adolescents. The purpose of this study was to identify patterns of tobacco and nicotine product use among Serbian adolescents. Methods Data for this study were obtained from Health Behavior in School-aged Children (HBSC), a WHO collaborative cross-national study of adolescent health and well-being, that was conducted in Serbia in 2022 on a sample of 3713 students 11,13 and 15 years old. Descriptive statistics was used as well as latent class analysis to classify students based on their past-month use of cigarettes, e-cigarettes, heated tobacco products, waterpipes, and oral tobacco/nicotine products. Results Among students 11,13 and 15 years old, 10.2% smoke cigarettes, 13% use e-cigarettes, 11.1% waterpipes, 3.7% oral tobacco/nicotine products, and 4.5% heated tobacco products with differences by age and sex. We found high percentages of dual use of TNPs among cigarette smokers. Among students who smoke cigarettes, 61.6% also use e-cigarettes, 36.2% smoke waterpipes, 30.2% heated tobacco products, and 24.1% oral tobacco/nicotine products. Latent class analysis identified three classes as optimal solution: (1) dual e-cigarette and cigarette users (6.9%); (2) minimal/non-users (83.2%) and (3) poly tobacco and nicotine products users (9.9%). Statistically significant differences between classes were found in age and sex. Conclusions Dual and poly-tobacco and nicotine use is common among Serbian adolescents and presents a challenge for monitoring and public health response. Findings contribute to a better understanding of patterns and heterogeneity of TNPs use among adolescents and might have implications for prevention and cessation interventions for youth. Key messages • Among students 11,13 and 15 years old, tobacco and nicotine products, other than cigarettes is gaining popularity and with the e-cigarettes being the most popular product. • Dual and poly tobacco and nicotine products use is new challenged that should be taken into account in tobacco and nicotine monitoring, cessation and prevention.

Social inequalities in the mental well-being of adolescents in Barcelona (2016-2021)

Abstract Crises have the potential to affect mental well-being (MWB), especially at vital stages of personal development such as adolescence. The objective of this study was to investigate the 2016-21 trends of social inequalities in the MWB of adolescents in Barcelona, stratifying by sex. Sequential, cross-sectional study based on the FRESC survey, held by the ASPB, representative of 8th and 10th grade adolescents (13-16 years old) schooled in Barcelona, in 2016 (N = 2,154) and 2021 (N = 2,299). MWB was examined using the validated WEMWBS, scoring from 14 (lowest) to 70 (highest) MWB. A temporal trend analysis of inequalities in MWB was carried out using the student socioeconomic status (SES) (low/average/high), measured with the validated FAS. For each group, the effect size of the WEMWBS means was measured with Cohen’s D. Linear regressions were performed, adjusting for academic grade, student country of origin, type of school and school index of vulnerable students. Adjusted β coefficients (aβ) and their statistical significance (p<.05) were estimated. In 2016, boys had higher MWB mean scores than girls (54.0 vs 50.8) (p<.01). In 2021, sex differences persisted, but with lower scores (51.7 vs 47.0) (p<.01) and still with a moderate effect size (0.52 in 2021 vs 0.40 in 2016). In multivariate regression models, boys in low SES showed the greatest MWB decrease in 2016 (low vs high SES: aβ= -3.44; p<.01). A significant temporal trend 2016-2021 of MWB worsening was observed in all groups, except for boys in low SES. The greatest deterioration in MWB was observed in girls, similarly in different SES (low SES: aβ= -3.52; p<.01). Boys in low SES showed the worst MWB in 2016 whereas all SES categories of girls had a significant trend of deterioration in MWB (2016-21). The latter could be attributed, among other factors, to a differential effect of the COVID-19 pandemic. These results underline the importance of addressing inequalities in the MWB, particularly among adolescent girls. Key messages • This study reveals a deterioration in mental well-being temporal trends (2016-2021) among adolescents in Barcelona, especially in girls. • Findings emphasize the need to address social inequalities for improving mental well-being outcomes in adolescent populations.

Income inequality and risky health behaviors of affluent adolescents in the post-Communist Europe

Abstract Background We aim to study the “golden youth” hypothesis and examine the risky behaviors of adolescents with high socioeconomic position (SEP) in post-Communist countries of Europe (PCCE) in relation to income inequality. Methods Adolescents aged 11-15 years from 14 PCCE participating in the Health Behavior in School-aged Children survey 2017/18 were included. A K-means cluster analysis was conducted to group adolescents based on tobacco smoking, alcohol use, binge drinking, and bullying perpetration. Generalized linear mixed models were fitted. Results Four clusters of adolescents were identified. The percentage of high-SEP adolescents in Cluster 1 (low risky behaviors) was slightly less compared to middle and low-SEP groups (70.9% vs 73.1% vs 73.9%, respectively). High-SEP adolescents were more likely to be in Cluster 2, characterized by frequent alcohol consumption but moderate binge drinking (14.3% vs 12.6% vs 10.7%). The prevalence of risky behaviors was similar between high and low-SEP adolescents in Cluster 3 (high smoking, frequent alcohol use, binge drinking, and moderate bullying) (8.0% vs 7.7% vs 8.2%) and Cluster 4 (high levels of bullying perpetration) (6.7% vs 6.5% vs 7.2%). Countries with higher Gini index were at a greater risk of reporting risky behaviors. High-SEP adolescents were more likely to engage in risky behaviors in countries with high income inequality. The odds ratios comparing high- vs. low-SEP adolescents ranged from 0.89 in the least unequal to 1.67 in the most unequal countries for multiple risky behaviors (Cluster 3: P-interaction = 0.042) and from 0.61 to 1.19 for bullying perpetration (Cluster 4: P-interaction = 0.030). Conclusions High-SEP adolescents in PCCE might be at an increased risk for unhealthy and vicious behaviors, especially in countries with high income inequality. This study highlights the need for policies that address income inequality to ensure the well-being of adolescents across socioeconomic strata in PCCE. Key messages • High-SEP adolescents might be at an increased risk for unhealthy behavior in PCCE. • Wide income inequality might contribute to risky behaviors among high-SEP adolescents.

Iron Deficiency and Internalizing Symptoms Among Adolescents in the National Health and Nutrition Examination Survey

Background: Iron Deficiency (ID) affects two billion people worldwide, predominantly adolescent girls, and may be associated with increased psychopathology. The associations between ID and symptoms of depression and anxiety in adolescents were examined using data from the National Health and Nutrition Examination Survey (NHANES), a cross-sectional survey of a nationally representative sample of non-institutionalized Americans. Methods: The current analysis included survey cycles where both iron-related markers and mental health-related outcomes were collected in adolescents 12 to 17 years old. Acute and serious medical conditions, acute inflammation, and abnormal birth weight led to exclusion. Linear multivariable regression analyses examined the association between ID status (defined based on the total body iron model) and (1) total Patient Health Questionnaire (PHQ-9) score, (2) one item examining anxiety severity, and (3) one item examining overall mental well-being. Covariates included age, sex, race and ethnicity, body mass index, household income, head-of-household marital status, and psychotropic medication use. Sensitivity analyses examined the robustness of the findings when ID was defined based on the ferritin model. Results: In 1990 adolescents (age [mean ± SD]: 14.5 ± 1.7 years; 85.7% females), ID with and without anemia was significantly associated with a higher PHQ-9 score in multiracial adolescents (Cohen’s d = 1.09, p = 0.0005 for ID without anemia; d = 0.92, p = 0.0395 for ID with anemia). Moreover, ID with anemia was associated with more severe anxiety (d = 3.00, p = 0.0130) and worse mental well-being (d = 2.75, p = 0.0059) in multiracial adolescents. The findings remained significant after adjusting for psychotropic use and in the sensitivity analyses. Conclusions: Iron deficiency is associated with poorer mental health in adolescents of multiracial background. Future studies should confirm these findings prospectively and examine the underlying mechanism.

Reciprocal Relationships Between Coping Strategies and Well-Being in Children and Adolescents

Abstract: Background: Not much is known about reciprocal prospective within-person effects between various coping strategies or between coping strategies and well-being in minors. Aims: Therefore, we used a random intercept cross-lagged panel model (RI-CLPM) with four-time points spaced 6 months apart to analyze how five coping strategies (seeking social support, problem-solving, avoidant coping, palliative emotion regulation, anger-related emotion regulation) were associated with each other and with well-being. Method: The sample comprised 702 minors. Their age at Time 1 was 10.30 years ( SD = 1.35; range: 8–14). Results: On the between-person level, problem-solving and palliative emotion regulation were positively related to well-being, whereas anger-related emotion regulation was negatively related. Among the coping strategies themselves, anger-related emotion regulation and problem-solving were positively correlated with seeking social support, and problem-solving and seeking social support were negatively correlated with avoidant coping. At the within-person level, avoidant coping was negative, and seeking social support was positively bidirectionally associated with well-being. Additionally, well-being positively influenced problem-solving, and seeking social support was positively and avoidant coping was negatively bidirectionally associated with problem-solving. Limitations: Due to the 6-month interval, statements are limited to only this time period. Furthermore, whereas we controlled for time-invariant covariates, we did not control for time-varying covariates. Conclusion: The findings underscore the importance of simultaneously examining different coping strategies along with well-being in a within-person design. Understanding the links between coping and well-being can contribute to the development and use of interventions promoting minors’ coping and well-being.

The impact of digital technology use on adolescents' subjective well-being: The serial mediating role of flow and learning engagement.

While existing research has established the influence of digital technology use, flow, and learning engagement on students' subjective well-being, there remains a gap in understanding the interrelationships among these factors and the serial mediating role of flow and learning engagement in the relationship between digital technology use and adolescents' subjective well-being. This study examined the potential indirect roles of flow and learning engagement in the association between digital technology use and adolescents' subjective well-being. A paper-based survey was conducted among 1289 adolescents (M = 16.33, SD = 1.688) in Shandong Province. All participants completed a structured self-report questionnaire, including measures of digital technology use, flow, learning engagement, and subjective well-being. Data analyses were conducted using structural equation modeling via Amos 24.0 and SPSS 24.0. The results are as follows: (1) digital technology use has a significant and positive effect on adolescents' subjective well-being; (2) digital technology use significantly and positively affects adolescents' subjective well-being through flow; (3) digital technology use significantly and positively affects adolescents' subjective well-being through learning engagement; (4) digital technology use significantly and positively affects the subjective well-being of adolescents through both flow and learning engagement. This study underscores the benefits of digital technology in boosting adolescents' well-being and identifies flow and learning engagement as key mediators. Our findings equip educators and policymakers with insights to craft interventions that optimize digital technology's role in fostering adolescent development, presenting a fresh view on the intricate dynamics linking digital interaction with psychological health.

Prevalence of depression and associated factors among adolescents in Uttar Pradesh, India: insights from UDAYA wave-1

ABSTRACT Mental health issues, especially depression among adolescents is a global concern. This study focuses on understanding the prevalence and factors influencing depression among adolescents in Uttar Pradesh (UP), India. The study was utilized data from the Understanding the Lives of Adolescents and Young Adults (UDAYA) survey (Wave-1) conducted in 2015–16 among adolescents (aged 10–19 years). Bi-variate analysis, t-test, ANOVA, and ordered probit regression were employed for statistical analysis (N = 8,363). The ordered probit model demonstrated significant associations with higher depression among older adolescents (coef. = 0.16; 95% CI: 0.09, 0.24), females (coef. = 0.19; 95% CI: 0.13, 0.26), those with higher schooling (coef. = 0.19; 95% CI: 0.05, 0.33), and non-Hindu individuals (coef. = 0.08; 95% CI: 0.01, 0.15). Additionally, depression was notably higher in the richest households (coef. = 0.14; 95% CI: 0.05, 0.23), with high parental interaction (coef. = 0.11; 95% CI: 0.02, 0.21), and high peer interaction (coef. = 0.23; 95% CI: 0.16, 0.31). Conversely, lower depression was linked to good academic performance (coef. = -0.10; 95% CI: −0.18, −0.02), belonging to OBC (coef. = -0.11; 95% CI: −0.18, −0.05), and general (coef. = -0.09; 95% CI: −0.17, −0.01) categories. The study concludes that addressing adolescent depression in UP requires a nuanced approach considering demographic, socio-economic, and interpersonal factors. Interventions should target vulnerable groups while addressing academic stress, promoting positive social interactions, and providing mental health support. Further research is needed to explore underlying mechanisms and develop effective strategies for improving adolescent mental well-being in the region.

Assessment of Food Preferences, Eating Practices, and Nutritional Status Among In-school Able and Disabled Adolescents of Ages 10 - 19 In Minna, Niger State

Background: Malnutrition affects school-age children's health, growth, and academic performance. Adolescents often consume unhealthy fast foods and follow crash diets influenced by peers, media, and cultural norms. Adolescents with disabilities, including physical, intellectual, sensory, developmental, and mental health disabilities, may face additional challenges in accessing and maintaining a balanced and nutritious diet as they may face additional barriers. Understanding the unique needs and challenges faced by adolescents with disabilities is crucial in promoting their overall health and well-being. Objectives: The study aimed to compare the nutritional status of able and disabled adolescents in Government Vocational and Technical College and Niger State School of Special Education in Minna, as well as their food preferences, eating practices, and the factors affecting their nutritional status. Methods: The study used a cross-sectional design, administering 400 questionnaires to disabled and able students. The responses were 100% collected using self-administered structured questionnaires. Data were analyzed, and results were presented utilizing tables and figures, with a statistical significance level set at P < 0.05. The IBM statistical product and service solutions (IBM SPSS statistics), version 27.0 software was employed for data analysis to explore and understand the food preferences, eating practices, and nutritional status of in-school adolescents with disabilities in Minna, Niger State, Nigeria. This approach allowed for a comprehensive assessment of the diverse factors influencing the dietary habits and nutritional well-being of adolescents with disabilities in the study. Results: The study involved 400 participants, 12.8% aged over 12, 50.3% aged 12 - 15, and 37.0% above 15. Females made up 51.0% of the participants. About 40% of disabled participants had inadequate dietary patterns, compared to 10% of able participants. There was a significant difference in the distribution of BMI groups between the able and disabled subjects (x2 = 26.984, df = 3, P = 0.000). Socio-demographic of the participants based on age and gender showed a significant association with the nutritional status of able adolescents at (χ2 = 44.593, P = 0.000) and (χ2 = 4.650, P = 0.031) respectively and among disabled at (χ2 = 18.303, P = 0.000) and (χ2 = 23.925, P = 0.000) respectively. Conclusions: The study revealed disabled adolescents often skip meals, consume fast foods, and have poor dietary habits. Interventions like education and increased access to healthy food options are needed.

Digital addiction and its impact on the mental wellbeing of adolescents

Digital addiction has become an intriguing concern over the recent years because of the rapid explosion of gadgets and other online platforms attracting youth to spend most of their time online. Excessive use of digital platforms has been associated with many psychological issues. The results revealed significant correlations among digital addiction, depression and stress among both males and females. Males were more likely to be digitally addicted than females were. In contrast there were females on the depression scale. The study emphasizes the need to implement robust policies for schools and other educational institutes to make healthy practices for using digital media and to create alertness regarding the adverse effects of digital addiction over mental health.

Understanding the Interplay between Anxiety and Self-Esteem among School-Going Adolescents: Moderating Role of Emotional Intelligence

Adolescents undergo significant psychological and emotional changes, with factors such as anxiety, emotional intelligence, and self-esteem playing pivotal roles in their regular development, whereas their association is unclear. This study investigates how emotional intelligence plays a role as a moderator between anxiety and self-esteem of Bangladeshi adolescents. The study was conducted by following a cross-sectional study design, whereas a total of 300 high-school students were selected using a random sampling technique. Data were collected using the Bangla version of anxiety, emotional intelligence, and self-esteem measuring questionnaires. The results displayed that in the case of anxiety, emotional intelligence, and self-esteem, no significant differences were found across varied socio-economic statuses, while these three outcome variables were significantly varied due to gender and family types. In addition, the Pearson product-moment correlation explored a significant negative correlation of anxiety with emotional intelligence and self-esteem and a positive correlation between emotional intelligence and self-esteem among students. Furthermore, the hierarchical regression analysis manifested buffering effects of emotional intelligence in the relationship between anxiety and self-esteem. This study's findings emphasize the importance of emotional intelligence in mitigating anxiety and enhancing self-esteem, regardless of varied socio-economic status. Ultimately, the findings would contribute to policy and decision-making regarding improving the well-being of adolescents in Bangladesh. Jagannath University Journal of Science, Volume 11, Number 1, June 2024, pp. 94−105

Linking early emotional abuse/neglect with young adolescents’ social (versus general) anxiety symptoms: A developmental cascade through emotion regulation

Despite the widely documented implications of childhood emotional abuse/neglect for subsequent anxiety symptoms, the implicated mechanisms remain under-revealed, especially the various transdiagnostic and specific pathways related to early experiences of emotional abuse versus emotional neglect and different types of subsequent anxiety symptoms (social versus general). Using three-wave data from 844 Chinese adolescents (Meanage = 13.21 at Wave 1, SD = 0.39; 53 % Boys), we tested emotion regulation strategies (cognitive reappraisal and expressive suppression) as explanatory mechanisms underlying the links between childhood emotional abuse/neglect and subsequent social anxiety symptoms (SAS), while simultaneously considering general anxiety symptoms (GAS) for the identification of possible specificity. Results indicated that expressive suppression played a mediating role in the links between emotional neglect and both forms of anxiety symptoms, whereas cognitive reappraisal served as a linking mechanism only for the link between emotional neglect and GAS. No effects were identified for emotional abuse. All associations were identified after controlling for the baseline levels of anxiety symptoms, the baseline uses of emotion regulation strategies, and covariates (age, gender, and family socioeconomic status). Our findings re-confirm that emotion regulation is an important intermediate process accounting for anxiety-related sequelae of early emotional deprivation, suggesting that expressive suppression appears to be a more developmentally transdiagnostic process shaped particularly by early emotional neglect to contribute to different types of subsequent anxiety symptoms. Accordingly, educational and clinical practices on emotion regulation likely benefit the affective well-being of young adolescents whose childhood has been clouded with emotional neglect.

Features of the development of strength and flexibility of middle school children by means of fitness with elements of martial arts

The article is devoted to the study of the peculiarities of the development of flexibility and strength of schoolchildren aged 13-14 under the influence of martial arts fitness. The purpose of the study is to determine the effectiveness of using fitness exercises with elements of martial arts for the development of flexibility and strength abilities of secondary school children. The research involved 20 boys and 20 girls who studied in the 8th grade of a secondary school. The following methods were used to solve the research tasks: studying and analyzing literary sources on the research topic; pedagogical experiment; pedagogical testing of the level of physical abilities development, methods of mathematical statistics. To conduct the pedagogical experiment all participants of the experiment were divided into two groups: experimental (10 girls and 10 boys) and control (the same composition). The essence of the experiment was that for children who were included in the experimental group during 5 weeks during physical education lessons an experimental variable module on fitness with elements of martial arts was introduced. When developing the variable module on martial arts fitness, we adhered to the requirements for variable modules in the current physical education curriculum for schools. Girls and boys in the control group attended physical education classes based on the educational material of the variable module gymnastics. The study proved that the use of a variable fitness module based on the use of classical aerobics exercises and martial arts elements during physical education lessons in middle school contributes to a statistically significant improvement in flexibility (forward bending) and strength (flexion and extension of the arms in a lying position and lifting the torso from a lying position in 30 seconds). At the same time, such exercises are emotional and can have a positive impact on adolescents' functional fitness, well-being, and mood.