Early adolescents' psychosocial adjustment and weight status change: the moderating roles of gender, ethnicity, and acculturation

Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review

In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and centers the voices of historically marginalized adolescents. Accordingly, we engaged in a systematic review (k = 48) with the goal of taking a critical look at how researchers study Black girls and women. Our synthesis of empirical articles from four prominent adolescent research journals published between 2010 and 2020 revealed themes related to (a) a dearth of critical theoretical frameworks, (b) a lack of acknowledgment of the intersectional experiences of Black girls and women, (c) differences in how researchers incorporate ethnic/racial information, (d) the use of a deficit perspective, and (e) the dominance of quantitative designs. We discuss these themes and conclude with recommendations for incorporating critical frameworks and more varied methodologies, issuing a call for adolescent development scholars to take a deeper, asset-based, and more critical approach to studying Black girls and their development.

Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies

Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.

Associations between mental health competence and indicators of physical health and cognitive development in eleven year olds: findings from the UK Millennium Cohort Study

BACKGROUND

Positive mental health may support healthy development in childhood, although few studies have investigated this at a population level. We aimed to construct a measure of mental health competence (MHC), a skills-based assessment of positive mental health, using existing survey items in a representative sample of UK children, and to investigate its overlap with mental health difficulties (MHD), socio-demographic patterning, and relationships with physical health and cognitive development.

METHODS

We analysed the UK Millennium Cohort Study (MCS) when children were aged 11 years. Maternal (n = 12,082) and teacher (n = 6739) reports of prosocial behaviours (PS) and learning skills (LS) were entered into latent class models to create MHC measures. Using descriptive statistics, we examined relationships between MHC and MHD, and the socio-demographic patterning of MHC. Associations between MHC and physical health and cognitive development were examined with relative risk ratios [RRR] (from multinomial models): BMI status (healthy weight, overweight, obesity); unintentional injuries since age 7 (none, 1, 2+); asthma symptoms (none, 1, 2+); and tertiles of test scores for verbal ability, spatial working memory and risk-taking. Models were adjusted for potential confounding.

RESULTS

Four MHC classes were identified [percentages for maternal and teacher reports, respectively]: high MHC (high PS, high LS) [37%; 39%], high-moderate MHC (high PS, moderate LS) [36%; 26%]; moderate MHC (moderate PS, moderate LS) [19%; 19%]; low MHC (moderate PS, low LS) [8%; 16%]. Higher MHC was less common in socially disadvantaged children. While MHC and MHD were associated, there was sufficient separation to indicate that MHC captures more than the absence of MHD. Compared to children with high MHC, those in other MHC classes tended to have poorer physical health and cognitive development, particularly those with low MHC or high-moderate MHC. For example, children with maternal-report Low MHC were more likely to have experienced 2+ unintentional injuries (RRR: 1.5 [1.1-2.1]) and to have lower verbal ability scores (RRR: 2.5 [1.9-3.2]). Patterns of results were similar for maternal- and teacher-report MHC.

CONCLUSION

MHC is not simply the inverse of MHD, and high MHC is associated with better physical health and cognitive development. Findings suggest that interventions to improve MHC may support healthy development, although they require replication.

School bullying, body size, and gender: an intersectionality approach to understanding US children's bullying victimization

We examine separate and combined effects of children's body size and gender on school bullying victimization in the US. Second-grade data from the 2012-2013 school year from the US Early Childhood Longitudinal Study, Kindergarten Class of 2011 were analyzed, hierarchical generalized logistic modeling was used, and three forms of school bullying were studied. Girls were less likely than boys to be verbally or physically bullied and obese children were more likely to be verbally and relationally bullied than non-obese children. The protective effect of gender extends to obese girls when obesity is not a risk factor (physical bullying). When obesity is a risk factor, gender is not protective (verbal bullying) or is a risk factor (relational bullying) for girls. These findings suggest an intersectional body size-gender lens is crucial to understanding how inequality is produced through school bullying. Future interventions should incorporate an intersectional understanding of school bullying.

Effects of local authority expenditure on childhood obesity

BACKGROUND

Under the 2013 reforms introduced by the Health and Social Care Act (2012), public health responsibilities in England were transferred from the National Health Service to local authorities (LAs). Ring-fenced grants were introduced to support the new responsibilities. The aim of our study was to test whether the level of expenditure in 2013/14 affected the prevalence of childhood obesity in 2016/17.

METHODS

We used National Child Measurement Programme definitions of childhood obesity and datasets. We used LA revenue returns data to derive three measures of per capita expenditure: childhood obesity (<19); physical activity (<19) and the Children's 5-19 Public Health Programme. We ran separate negative binomial models for two age groups of children (4-5 year olds; 10-11 year olds) and conducted sensitivity analyses.

RESULTS

With few exceptions, the level of spend in 2013/14 was not significantly associated with the level of childhood obesity in 2016/17. We identified some positive associations between spend on physical activity and the Children's Public Health Programme at baseline (2013/14) and the level of childhood obesity in children aged 4-5 in 2016/17, but the effect was not evident in children aged 10-11. In both age groups, LA levels of childhood obesity in 2016/17 were significantly and positively associated with obesity levels in 2013/14. As these four cohorts comprise entirely different pupils, this underlines the importance of local drivers of childhood obesity.

CONCLUSIONS

Higher levels of local expenditure are unlikely to be effective in reducing childhood obesity in the short term.

Remission of obesity among a nationally representative sample of US children

BACKGROUND

Little is known about the incidence and natural history of obesity remission among children outside of weight loss programmes.

OBJECTIVES

The objectives are to characterize and identify sociodemographic and early life predictors of obesity remission between kindergarten and eighth grade among a nationally representative sample of US children.

METHODS

The sample included children with obesity [age-specific and gender-specific body mass index percentile (BMI) ≥95] at the spring kindergarten assessment of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. Weight categories across 8 years of follow-up were used to identify three transition patterns: persistent obesity remission, non-persistent obesity remission and non-remission. Weight, height and BMI changes between remission categories were examined and predictors of persistent remission were identified.

RESULTS

One-third of children with obesity in kindergarten experienced remission during follow-up and 21.6% of children experienced persistent remission through eighth grade. Female gender and high socio-economic status predicted persistent remission; these associations were attenuated after accounting for baseline BMI. Children experiencing persistent remission gained less weight across waves than those experiencing non-remission.

CONCLUSIONS

A meaningful proportion of young children with obesity experience remission by eighth grade. Further study is needed to identify factors that support obesity remission among children outside of treatment contexts.

Factors related to obesity and overweight among Black adolescent girls in the United States

In the United States, Black adolescents have the highest prevalence of pediatric obesity and overweight among girls. While Black girls are disproportionately affected, the reasons for this health disparity remain unclear. The authors conducted a systematic review to investigate the factors related to obesity and overweight among Black adolescent girls. The authors searched four databases for relevant English-language publications using all publication years through 2015. Fifty-one studies met the inclusion criteria and were used for this review. Using a configuration approach to synthesis, three categories were identified, paralleling the bioecological theory of human development: (1) individual, (2) interpersonal, and (3) community and societal factors. A description of each factor's association with obesity among Black adolescent girls is presented. From this review, the authors identified a diverse and vast set of individual, interpersonal, and community and societal factors explored for their relationship with obesity and overweight. Given the insufficient repetition and limited significant findings among most factors, the authors believe that multiple gaps in knowledge exist across all categories regarding the factors related to obesity and overweight among Black adolescent girls. To improve the quality of research in this area, suggested research directions and methodological recommendations are provided.