Evidence map›Paper›PMID 42837103›Full record

ArticleJournal of racial and ethnic health disparities2026

Unlocking the Power of Neighborhood Collective Efficacy: Associations with ADHD and Youth Outcomes Among Black and White Adolescents.

C Danielle Green, Elizabeth S M Chan, Sydney E Padgett, James L Peugh, Melissa R Dvorsky, Joshua M Langberg, Stephen P Becker

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Article in Journal of racial and ethnic health disparities, 2026. 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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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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4 · The record

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5 · Who and what money

Authors and funding

7 authors.

C Danielle GreenDivision of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229-3039, USA. dani.green@cchmc.org.ORCID http://orcid.org/0000-0003-1126-6173
Elizabeth S M ChanPsychology Department, Montclair State University, Montclair, NJ, USA.
Sydney E PadgettVirginia Commonwealth University, Richmond, VA, USA.
James L PeughDivision of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229-3039, USA.
Melissa R DvorskyDivision of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA.
Joshua M LangbergGraduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA.
Stephen P BeckerDivision of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229-3039, USA.

Funding

Eunice Kennedy Shriver National Institute of Child Health and Human Development R01HD036916Eunice Kennedy Shriver National Institute of Child Health and Human Development R01HD039135Eunice Kennedy Shriver National Institute of Child Health and Human Development R01HD040421
6 · The paper itself

Abstract

This study examined the associations of neighborhood collective efficacy and attention-deficit/hyperactivity disorder (ADHD) status with psychosocial and academic outcomes among Black and White adolescents. Using a sample of 2,178 adolescents (ages 14-19; 73.0% Black, 27.0% White) from the Future of Families and Child Wellbeing Study, we investigated how adolescent- and caregiver-reported neighborhood collective efficacy, and its interactions with racial group and ADHD status, were associated with wellbeing and school-related outcomes. Adolescent- and caregiver-reported neighborhood collective efficacy were weakly correlated, suggesting the importance of examining both perspectives. Significant racial group × ADHD interactions emerged in relation to engagement and happiness: ADHD was associated with lower engagement and higher happiness among White adolescents, but these associations were not observed among Black adolescents. In both caregiver- and adolescent-reported models, significant racial group × neighborhood collective efficacy interactions were observed for perseverance, such that higher neighborhood collective efficacy was associated with greater perseverance among White adolescents, but not among Black adolescents. ADHD was also associated with greater trouble in school. Neither racial group nor informant's rating of neighborhood collective efficacy was significantly associated with school suspensions, and no significant interactions emerged for suspension outcomes. Among Black and White adolescents in the present sample, these findings suggest that associations between neighborhood context, ADHD status, and psychosocial and academic outcomes differed across groups, underscoring the importance of considering social and cultural context when developing interventions to support Black youth.

Indexed as

Attention-deficit/hyperactivity disorderCommunityDisparitiesRaceSchool discipline

Identifiers

PMID42837103

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.