Schooling and the Mental Health of Children and Adolescents in the United States



Schools are a central cultural context of child and adolescent development. Children spend more time in schools than in any other context outside their homes (Eccles & Roeser, 2010, 2011). Thus, success in this setting is critical to both current mental health and future life options (NAS, 2006; NCES, 2006). Yet not everyone in the USA either thrives in or completes formal K-12 schooling. Poor children (a disproportionately high percentage of whom are African-, Mexican-, and Native American) are much less likely to complete high school or enroll in and graduate from college (Aud, KewalRamani, & Frohlich, 2011). This leaves many young people unprepared to participate and prosper fully in the changing US economy (Duncan & Murane, 2011). In addition, many children, particularly but not only those living in poverty, come to school unprepared to deal with the demands of schooling and with unmet health and mental health needs (Adelman & Taylor, 2009; Greenberg et al., 2003). Lack of readiness and untreated problems can contribute to academic failure at school and growing social and behavioral problems across the school years.


Mindfulness Training Attributional Style Crisis Intervention School Population School Bonding 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Department of PsychologyPortland State UniversityPortlandUSA
  2. 2.School of EducationUniversity of CaliforniaIrvineUSA

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