Academic and Mental Health Outcomes of Youth Placed in Out-of-Home Care: The Role of School Stability and Engagement

Autor/inn/en	Leonard, Skyler S.; Gudiño, Omar G.
Titel	Academic and Mental Health Outcomes of Youth Placed in Out-of-Home Care: The Role of School Stability and Engagement
Quelle	In: Child & Youth Care Forum, 45 (2016) 6, S.807-827 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-016-9357-y
Schlagwörter	Mental Health; Mental Health Programs; Academic Achievement; Student Placement; Student Mobility; Institutional Characteristics; Longitudinal Studies; National Surveys; Foster Care; Regression (Statistics); Youth Programs; Caregiver Attitudes; Caseworkers; Predictor Variables; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Psychohygiene; Schulleistung; Schülerpraktikum; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pflegehilfe; Regression; Regressionsanalyse; Jugendsofortprogramm; Prädiktor; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Background: Youth placed in out-of-home care are at significant risk of low academic achievement and poor mental health. Few studies have considered the potential effects of school-related factors, such as school placement stability and school engagement, on youth outcomes. Objective: The current study examined the potential main effects of school placement stability and engagement on academic achievement and mental health. Furthermore, we examined whether school-related factors moderated the association between home placement stability and youth outcomes. Methods: Participants included 420 youth (age 6-14 at baseline) placed in out-of-home care participating in a national longitudinal study of youth in contact with the child welfare system. Youth, caregivers, and caseworkers provided relevant information at baseline, 18, and 36 months. Hierarchical regression models were constructed to test potential main and moderating effects of school engagement and school placement stability on youth mental health and academic achievement prospectively, while accounting for relevant covariates. Results: School placement stability was an independent predictor of youth internalizing and externalizing symptoms, but was not significantly associated with academic outcomes. Furthermore, there were no main effects of school engagement or home placement stability on youth outcomes and school-related factors did not moderate the relationship between home placement stability and youth outcomes. Conclusion: For children and adolescents who do not have the benefit of a stable, safe, or caring home environment, school stability may be contribute to an environment that can foster healthy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01