ArticleChildren (Basel, Switzerland)2025
No-Risk, At-Risk, and High-Risk Middle School and High School Students: Contributions of the Quadripartite Model for Psychological Distress Prevention Programs.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
BACKGROUND/
objectivesStudents' psychological health problems have been widely studied for a long time. However, with the COVID-19 pandemic and due to the additional challenges related to the need for individual and contextual adjustment, a more comprehensive approach to psychological health and well-being is needed. The main goal of the present study was to identify the individual and contextual factors that could discriminate middle school and high school students based on well-being and psychological symptoms.
methodsIn this study, carried out within the scope of the second wave of the study "Psychological Health and Wellbeing | School Observatory", promoted by the Ministry of Education, 3037 students from different regions and levels of public education in Portugal, 49.5% female, aged between 9 and 18 years, participated by completing a research protocol after informed consent was given.
resultsCluster analysis allowed the identification of four groups based on the scores of well-being and psychological symptoms: complete psychological health, incomplete psychological distress, incomplete psychological health and complete psychological distress. The analysis of discriminant variables additionally showed relevant differences between the two extreme groups: complete psychological health students reported higher socio-emotional skills, whereas complete psychological distress students reported higher stress and anxiety scores and low life satisfaction.
conclusionsThe obtained results highlight the need for early identification of psychological distress using effective measures to prevent psychological symptoms and to promote socio-emotional skills in the school context.
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