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Gao Q, Niu L, Wang W, Zhao S, Xiao J, Lin D. Developmental Trajectories of Mental Health in Chinese Early Adolescents: School Climate and Future Orientation as Predictors. Res Child Adolesc Psychopathol 2024; 52:1303-1317. [PMID: 38625459 DOI: 10.1007/s10802-024-01195-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/29/2024] [Indexed: 04/17/2024]
Abstract
There is growing support for the dual-continua model of mental health, which emphasizes psychopathology and well-being as related but distinct dimensions. Yet, little is known about how these dimensions co-develop from childhood to early adolescence and what factors predict their different trajectories. The current study aimed to identify distinct patterns of mental health in Chinese early adolescents, focusing on both psychopathological symptoms (i.e., depressive symptoms and self-harm behaviors) and subjective well-being (i.e., life satisfaction and affect balance). This study also examined the contributions of school climate and future orientation to these trajectories. A total of 1,057 students (Mage = 11.88, SDage = 1.67; 62.1% boys) completed four assessments over two years, with six-month intervals. Using parallel-process latent class growth modeling, we identified four groups: Flourishing (32.5%), Languishing (43.8%), Troubled with Stable Depressive Symptoms (16.1%), and Troubled with Increasing Self-Harm Risk (7.6%). Furthermore, school climate and future orientation contributed to adolescents' membership in these trajectories, either independently or jointly. Specifically, higher levels of future orientation combined with higher school climate were associated with a lower likelihood of belonging to the Troubled with Increasing Self-Harm Risk trajectory, compared to the Flourishing group. Our findings identified four distinct mental health trajectories consistent with the dual-continua model, and demonstrated that the development of psychopathology and well-being were not always inversely related (e.g., the Languishing group). Adolescents with unique developmental profiles may benefit from tailored intervention strategies that build on the personal and environmental assets of the adolescent.
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Affiliation(s)
- Qianqian Gao
- Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Li Niu
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wei Wang
- Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Shan Zhao
- School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Jiale Xiao
- Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Danhua Lin
- Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China.
- Faculty of Psychology, Beijing Normal University, Beijing, China.
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Holopainen L, Waltzer K, Hoang N, Lappalainen K, Nuutinen H, Pesonen H. The role of educational support in the development of subjective well‐being in Finnish general upper secondary education. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
Affiliation(s)
- Leena Holopainen
- School of Educational Sciences and Psychology University of Eastern Finland Kuopio Finland
| | - Katariina Waltzer
- School of Educational Sciences and Psychology University of Eastern Finland Kuopio Finland
| | - Nhi Hoang
- School of Educational Sciences and Psychology University of Eastern Finland Kuopio Finland
| | - Kristiina Lappalainen
- School of Educational Sciences and Psychology University of Eastern Finland Kuopio Finland
| | - Hanna Nuutinen
- School of Educational Sciences and Psychology University of Eastern Finland Kuopio Finland
| | - Heli Pesonen
- School of Educational Sciences and Psychology University of Eastern Finland Kuopio Finland
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Data from the National Educational Panel Study (NEPS) in Germany: Educational Pathways of Students in Grade 5 and Higher. JOURNAL OF OPEN PSYCHOLOGY DATA 2023. [DOI: 10.5334/jopd.79] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023] Open
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Sandner M, Patzina A, Anger S, Bernhard S, Dietrich H. The COVID-19 pandemic, well-being, and transitions to post-secondary education. REVIEW OF ECONOMICS OF THE HOUSEHOLD 2022; 21:461-483. [PMID: 36187597 PMCID: PMC9510585 DOI: 10.1007/s11150-022-09623-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 08/20/2022] [Indexed: 06/16/2023]
Abstract
This study examines the immediate and intermediate effects of the COVID-19 pandemic on the well-being of two high school graduation cohorts (2020 and 2021) and how changes in well-being affect students' educational plans and outcomes. Our unique panel data on 3697 students from 214 schools in 8 German federal states contain prospective survey information on three dimensions of well-being: mental health problems, self-rated health, and life satisfaction. Data is collected several months before (fall 2019), shortly before and soon after (spring 2020) as well as several months after (fall/winter 2020/21) the beginning of the COVID-19 pandemic. Applying difference-in-differences designs, random effect growth curve models, and linear regression models, we find that school closures had a positive immediate effect on students' well-being. Over the course of the pandemic, however, well-being strongly declined, mainly among the 2021 graduation cohort. We show that a strong decline in mental health is associated with changes in educational and career plans and transition outcomes. As adverse life experiences in adolescence are likely to accumulate over the life course, this study is the first to exhibit potential long-lasting negative effects of the COVID-19 pandemic on education and careers of young individuals.
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Affiliation(s)
- Malte Sandner
- Institute for Employment Research (IAB), Nuremberg, Germany
| | - Alexander Patzina
- Institute for Employment Research (IAB), Nuremberg, Germany
- University of Bamberg, Bamberg, Germany
| | - Silke Anger
- Institute for Employment Research (IAB), Nuremberg, Germany
- University of Bamberg, Bamberg, Germany
- Institute of Labor Economics (IZA), Bonn, Germany
| | - Sarah Bernhard
- Institute for Employment Research (IAB), Nuremberg, Germany
| | - Hans Dietrich
- Institute for Employment Research (IAB), Nuremberg, Germany
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Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade). SOCIAL PSYCHOLOGY OF EDUCATION 2022; 25:1051-1070. [PMID: 36061491 PMCID: PMC9425806 DOI: 10.1007/s11218-022-09726-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 08/16/2022] [Indexed: 10/28/2022]
Abstract
AbstractDue to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality—although these predictors offer good approaches for intervention. A sample of N = 667 (age: M = 10.16; SD = 0.46; 81.7% female) students was questioned three times over one year, from the beginning of their fifth grade into sixth grade, using reliable questionnaires. The results of multilevel linear growth curve modelling calculations show that a decrease in scholastic well-being during the fifth grade was induced by changes in the predictors (achievement emotions and instructional quality). Since the highest effects are evident regarding achievement emotions, support programs should focus on facilitating these aspects in secondary school children.
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Tavakoli R, Müller R, Jeske E, Schäfbuch N, Schmitz B. Promoting Well-Being in Students Through an Art-of-Living Intervention. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2022. [DOI: 10.1027/2151-2604/a000501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. During secondary school, students’ well-being is challenged in manifold ways and declines continuously. To address this issue, we designed and evaluated a six-day online art-of-living intervention to foster eighth and ninth graders’ ( N = 69) well-being. Art-of-living (AoL) is based on empirical evidence and conceptualizes strategies that lead to well-being. We tested the effectiveness of the AoL training and investigated the possible contribution of body-related AoL exercises to cognitive exercises by comparing two intervention groups (cognitive training vs. cognitive and body-focused training) and a waitlist control group. Levels of AoL and well-being at pretest, posttest, and two-week follow-up showed that both significantly increased in the intervention groups. No significant differences were found between the cognitive and combined training. We discuss methodological issues of the study and propose that the approach to enhance student well-being by using art-of-living exercises is fruitful for application in school and should be explored further.
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Affiliation(s)
- Rebekka Tavakoli
- Department of Psychology, Technical University Darmstadt, Germany
| | - Ronja Müller
- Department of Psychology, Technical University Darmstadt, Germany
| | - Enya Jeske
- Department of Psychology, Technical University Darmstadt, Germany
| | - Nina Schäfbuch
- Department of Psychology, Technical University Darmstadt, Germany
| | - Bernhard Schmitz
- Department of Psychology, Technical University Darmstadt, Germany
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Co-Developmental Trajectories of Components of Subjective Well-Being in School: Associations with Predictors and Outcomes Among Elementary School Students. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09500-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Dietrich H, Patzina A, Chesters J, Reissner V. School-to-work transition and subjective well-being in Australia. THE BRITISH JOURNAL OF SOCIOLOGY 2022; 73:78-111. [PMID: 34550604 DOI: 10.1111/1468-4446.12895] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 04/30/2021] [Accepted: 08/18/2021] [Indexed: 06/13/2023]
Abstract
The school-to-work transition is a demanding period during an individual's life course in all societies particularly because the educational decisions made during this period have long-lasting consequences in multiple life domains. Moreover, adverse starting points after secondary school are likely to lead to adverse outcomes that might cumulate over the life course. This study analyses subjective well-being during this sensitive period and examines the following two questions. First, how do different school-to-work transitions relate to subjective well-being changes? Second, how does subjective well-being develop during and after secondary schooling? As the school-to-work transition period is structured by gender, each analytical step aims to identify gender differences. Furthermore, based on life course theories, this study investigates whether adverse starting points after secondary school lead to cumulative effects in the development of subjective well-being. Based on data from the Household, Income and Labour Dynamics in Australia (HILDA) survey and fixed effects regressions, our results reveal that transitions to employment increase subjective well-being, while transitions to unemployment decrease subjective well-being. Furthermore, transitions to study increase subjective well-being only among men, while such transitions appear to decrease subjective well-being among women. The results related to the development of subjective well-being indicate that subjective well-being decreases during secondary schooling and continues to decrease after individuals leave school. This decrease is stronger among men. Finally, our results reveal the negative cumulative effects of adverse starting points on the development of subjective well-being. Overall, the results reveal great intra-individual variation in subjective well-being during the school-to-work transition period in Australia.
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Affiliation(s)
- Hans Dietrich
- Education, Training, and Employment Over the Life Course, Institute for Employment Research (IAB), Nürnberg, Germany
| | - Alexander Patzina
- Education, Training, and Employment Over the Life Course, Institute for Employment Research (IAB), Nürnberg, Germany
| | - Jenny Chesters
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Victoria, Australia
| | - Volker Reissner
- Department of Child- and Adolescent Psychiatry, University Duisburg-Essen, Duisburg, Germany
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Obermeier R, Schlesier J, Gläser-Zikuda M. Differences in students' scholastic well-being induced by familial and scholastic context. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:994-1010. [PMID: 34957540 PMCID: PMC9544129 DOI: 10.1111/bjep.12484] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2020] [Revised: 11/04/2021] [Accepted: 11/04/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Since scholastic well-being is connected with intrinsic motivation, positive emotions and effective learning, it is highly relevant for educational research. It is influenced by a variety of individual and contextual determinants and differs for several groups of students with respect to their environmental conditions. AIMS Up to now, there has been neither approach in answering questions about group-differences between students with high or low levels of scholastic well-being nor in defining variables that are most different for these groups. The current study addresses this research gap by investigating differences in familial and scholastic aspects in two distinct groups of students (extreme high or low level of scholastic well-being). SAMPLE AND METHOD Self-report questionnaires from N = 852 fifth graders were evaluated using the multivariate analysis of variance (MANOVA) and a discriminant analysis. RESULTS Results of the discriminant analysis show that attainment of academic educational track, good classroom-management, positive social climate in class and high clarity of instruction, as well as low parental pressure on performance are characteristics that classify students with an extreme high level of scholastic well-being. Therefore, those variables can be used to divide students into disjoint groups without having any information about their actual scholastic well-being. CONCLUSION Firstly, it can be deduced from the findings that measures within the schools to promote scholastic well-being should start with the improvement of instructional quality and social climate. Second, reduction of parental pressure on performance as well as the implementation of successful cooperation between families and schools is vital.
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Affiliation(s)
| | - Juliane Schlesier
- Department of Educational Sciences, Primary Education (Chair), Faculty of Arts and Humanity, University of Greifswald, Germany
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The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence. J Youth Adolesc 2021; 50:992-1002. [PMID: 33675505 PMCID: PMC8043926 DOI: 10.1007/s10964-021-01413-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 02/07/2021] [Indexed: 10/26/2022]
Abstract
The well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents' subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11-12 (ages 17-18). The study also investigated variation in the association as a function of adolescent gender. Data on subjective well-being and teacher-assigned school grades of 723 adolescents (48.7% girls) residing in Sweden were analyzed by estimating a series of cross-lagged path models. The findings suggest gender differences in the relationship as no associations were found among boys. Support for a bidirectional relationship between the constructs was only found for girls. For girls, higher subjective well-being at T1 was associated with higher academic achievements at T2, while higher academic achievements at T1 was associated with lower subjective well-being at T2. These findings highlight that the subjective well-being of adolescent girls may be important for their ability to perform at school, but their academic achievements may also inflict negatively on their subjective well-being.
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Granlund M, Imms C, King G, Andersson AK, Augustine L, Brooks R, Danielsson H, Gothilander J, Ivarsson M, Lundqvist LO, Lygnegård F, Almqvist L. Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:1656. [PMID: 33572339 PMCID: PMC7916140 DOI: 10.3390/ijerph18041656] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 01/31/2021] [Accepted: 02/02/2021] [Indexed: 01/02/2023]
Abstract
Children with impairments are known to experience more restricted participation than other children. It also appears that low levels of participation are related to a higher prevalence of mental health problems in children with neurodevelopmental disorders (NDD). The purpose of this conceptual paper is to describe and define the constructs mental health problems, mental health, and participation to ensure that future research investigating participation as a means to mental health in children and adolescents with NDD is founded on conceptual clarity. We first discuss the difference between two aspects of mental health problems, namely mental disorder and mental illness. This discussion serves to highlight three areas of conceptual difficulty and their consequences for understanding the mental health of children with NDD that we then consider in the article: (1) how to define mental health problems, (2) how to define and assess mental health problems and mental health, i.e., wellbeing as separate constructs, and (3) how to describe the relationship between participation and wellbeing. We then discuss the implications of our propositions for measurement and the use of participation interventions as a means to enhance mental health (defined as wellbeing). Conclusions: Mental disorders include both diagnoses related to impairments in the developmental period, i.e., NDD and diagnoses related to mental illness. These two types of mental disorders must be separated. Children with NDD, just like other people, may exhibit aspects of both mental health problems and wellbeing simultaneously. Measures of wellbeing defined as a continuum from flourishing to languishing for children with NDD need to be designed and evaluated. Wellbeing can lead to further participation and act to protect from mental health problems.
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Affiliation(s)
- Mats Granlund
- CHILD, School of Health and Welfare, Jönköping University, 55110 Jönköping, Sweden; (A.K.A.); (F.L.)
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
| | - Christine Imms
- Department of Paediatrics, The University of Melbourne, Melbourne 3052, Australia;
| | - Gillian King
- Bloorview Research Institute, Torornto, ON M4G 1R8, Canada;
| | - Anna Karin Andersson
- CHILD, School of Health and Welfare, Jönköping University, 55110 Jönköping, Sweden; (A.K.A.); (F.L.)
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
| | - Lilly Augustine
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
- CHILD, School of Education and Communication, Jönköping University, 55110 Jönköping, Sweden
| | - Rob Brooks
- School of Clinical and Applied Sciences, Leeds Beckett University, Leeds LS1 3HE, UK;
| | - Henrik Danielsson
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
- Department of Behavioural Sciences and Learning, Linköping University, 58183 Linköping, Sweden
| | - Jennifer Gothilander
- School of Health, Care and Social Welfare, Mälardalen University, 72123 Vasteras, Sweden; (J.G.); (L.A.)
| | - Magnus Ivarsson
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
- Department of Behavioural Sciences and Learning, Linköping University, 58183 Linköping, Sweden
| | - Lars-Olov Lundqvist
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
- University Health Care Research Center, Faculty of Medicine and Health, Örebro University, 70185 Örebro, Sweden
| | - Frida Lygnegård
- CHILD, School of Health and Welfare, Jönköping University, 55110 Jönköping, Sweden; (A.K.A.); (F.L.)
- The Swedish Institute for Disability Research, 58183 Linköping, Sweden; (L.A.); (H.D.); (M.I.); (L.-O.L.)
| | - Lena Almqvist
- School of Health, Care and Social Welfare, Mälardalen University, 72123 Vasteras, Sweden; (J.G.); (L.A.)
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Cobo-Rendón R, López-Angulo Y, Pérez-Villalobos MV, Díaz-Mujica A. Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students. Front Psychol 2020; 11:590513. [PMID: 33362657 PMCID: PMC7759514 DOI: 10.3389/fpsyg.2020.590513] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2020] [Accepted: 11/10/2020] [Indexed: 11/19/2022] Open
Abstract
The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire "MSPSS" was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students' social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.
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Affiliation(s)
- Rubia Cobo-Rendón
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile
| | - Yaranay López-Angulo
- Facultad de Ciencias Sociales y Comunicaciones, Universidad Santo Tomas, Concepción, Chile
| | | | - Alejandro Díaz-Mujica
- Facultad de Ciencias Sociales, Departamento de Psicología, Universidad de Concepción, Concepción, Chile
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Critical Events throughout the Educational Career: The Effect of Grade Retention and Repetition on School-Aged Children's Well-Being. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17114012. [PMID: 32512948 PMCID: PMC7313070 DOI: 10.3390/ijerph17114012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 04/20/2020] [Accepted: 04/22/2020] [Indexed: 11/21/2022]
Abstract
More than 20% of all school-aged children in Germany experience a grade retention and repetition during the educational career which is likely to affect their well-being as a central element of school success. This study aims at revealing the temporal dynamics of general and school well-being around the event of grade retention (i.e., the year when the decision to repeat a grade is taken) and the subsequent grade repetition (i.e., the repeated school year) during secondary school in Germany. Longitudinal data from the National Educational Panel Study (NEPS) is used on native students attending grades 5 through to 12 (N = 4581 from originally 273 schools). Distributed fixed-effects regressions by gender and school type have been conducted, using satisfaction with school and life as outcomes. Although retention decisions often trigger an immediate decrease in students’ well-being, there arise still benefits from this event in the short-term, middle-term and long-term, though trajectories differ by gender and school type. Overall, it is necessary to promote students´ well-being throughout their educational career, particularly in those critical periods when they face grade retention. Results highlight that tailored programs for both genders and students in different school types should be provided to foster well-being during this phase.
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