The Relationship Between First-Grade Psychosocial Functioning and Educational Outcomes through Eighth Grade in a Large Sample of Chilean Youth

Alyssa M Farley; Katia M Canenguez; Ana María Squicciarini; Anamika Dutta; Jennifer Greif Green; Talia S Benheim; Michael Jellinek; J Michael Murphy

doi:10.1111/josh.13327

The Relationship Between First-Grade Psychosocial Functioning and Educational Outcomes through Eighth Grade in a Large Sample of Chilean Youth

J Sch Health. 2023 Aug;93(8):707-716. doi: 10.1111/josh.13327. Epub 2023 Mar 26.

Authors

Alyssa M Farley¹, Katia M Canenguez², Ana María Squicciarini³, Anamika Dutta⁴, Jennifer Greif Green⁵, Talia S Benheim⁶, Michael Jellinek⁷, J Michael Murphy⁸

Affiliations

¹ Center for Anxiety and Related Disorders, Boston University, 900 Commonwealth Avenue, Second Floor, Boston, MA, 02215, USA.
² Department of Psychiatry, Massachusetts General Hospital; Instructor of Psychology, Department of Psychiatry, Harvard Medical School, 55 Fruit Street, Boston, MA, 02114, USA.
³ Department of School Welfare, National Board of School Aid and Scholarships, Monjitas 565, Sixth Floor, Santiago, Chile.
⁴ Department of Psychological and Brain Sciences, Boston University, 900 Commonwealth Avenue, Second Floor, Boston, MA, 02215, USA.
⁵ Wheelock College of Education and Human Development, Boston University, Two Silber Way, Boston, MA, 02215, USA.
⁶ Department of Psychiatry, Massachusetts General Hospital, 55 Fruit Street, Boston, MA, 02114, USA.
⁷ Department of Psychiatry, Massachusetts General Hospital and Harvard Medical School, 55 Fruit Street, Boston, MA, 02114, USA.
⁸ Department of Psychiatry, Massachusetts General Hospital; Associate Professor of Psychology, Department of Psychiatry, Harvard Medical School, 55 Fruit Street, Boston, MA, 02114, USA.

PMID: 36967296
DOI: 10.1111/josh.13327

Abstract

Background: The association between early childhood psychosocial problems and poorer educational outcomes is well-documented, but the extent to which this association persists is less understood. The current study assessed the correlations between first-grade psychosocial functioning and educational outcomes through eighth grade in a large longitudinal sample of Chilean students.

Methods: The Pediatric Symptom Checklist-Chilean (PSC-CL) and Teacher Observation of Classroom Adaptation Re-Revised (TOCA-RR) assessed psychosocial functioning for 9736 students who were screened four times from first through eighth grade through the Skills for Life program. Adjusted linear mixed effects models assessed the association between first grade PSC-CL and TOCA-RR risk and third, sixth, and eighth grade GPA and school attendance.

Results: First-grade PSC-CL and TOCA-RR risk both significantly predicted lower third, sixth, and eighth grade GPAs; all p < .001. The relationships between first-grade psychosocial functioning and later school attendance rates were less consistent but still significant at certain time points.

Conclusions: First-grade psychosocial risk was persistently associated with lower academic performance in a longitudinal sample of Chilean students followed through elementary and middle school.

Implications for school health policy, practice, and equity: Early school-based psychosocial screening and follow-up interventions have the potential to improve students' long-term educational outcomes.

Keywords: health and academic outcomes; mental and emotional health; public health and public education partnerships.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Adolescent
Child
Child, Preschool
Chile
Educational Status
Humans
Psychosocial Functioning*
Schools*
Students