Changes in children's well-being and mental health across the early school years: Links with academic and social competence. Devine RT, Gray L, Edwards M, Jess M, Dempsey C, Heng J, Mehrotra M, D'Souza H, Fink E, Hughes C.
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The aim of the present study was to examine the relation between children's well-being and mental health in the early years of primary school and the developmental association between well-being and mental health and children's early social and academic skills. Two hundred fifty-two children (131 girls, M age = 5.40 years, 80% White) and their caregivers (89.8% mothers) from the United Kingdom participated in a 1-year longitudinal study. Children completed measures of well-being, cognitive, and academic skills. Caregivers provided ratings of children's well-being and mental health. Teachers and caregivers rated children's social competence. Measurement models showed that well-being and mental health were distinct constructs at both time points. There were moderate levels of rank-order stability in well-being but declines in average levels of well-being with a corresponding increase in mental health difficulties. Well-being and mental health exhibited differential associations with social competence and academic performance. Initial levels of mental health predicted later academic and social competence, while gains in well-being were associated with academic skills and social competence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
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Original journal Developmental psychology
Published 2025-04-10
DOI 10.1037/dev0001962
Open record PMC12243392 The original authors and American Psychological Association do not endorse this journal or its agent. Verify findings in the canonical article before making consequential decisions.