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Social mediators of relationships between childhood reading difficulties, behaviour problems, and secondary school non-completion

journal contribution
posted on 2019-06-01, 00:00 authored by Diana Smart, George Youseff, Ann Sanson, Margot Prior, John ToumbourouJohn Toumbourou, Craig OlssonCraig Olsson
Background
Childhood reading difficulties (RDs) and behaviour problems (BPs) are well‐established predictors of secondary school noncompletion. However, few studies have examined the risk of secondary school noncompletion for children with differing combinations of the two childhood problems. Even less is known about potential mediators of relationships between the two childhood problems and secondary school noncompletion.

Aims
This study examined whether key indicators of social connectedness—adolescent school engagement, and family and peer attachment—mediated relationships between childhood RDs and BPs and secondary school noncompletion.

Sample
Data were drawn from the Australian Temperament Project, a longitudinal study that has followed a large community sample across 16 waves from infancy to adulthood.

Methods
Using standard reading and BP assessments, four childhood exposure groups were identified at 7–8 years: RDs‐only, BPs‐only, RDs + BPs, and Neither Problem.

Results
Both groups with prior BPs had significantly poorer early‐adolescent school engagement, and family and peer attachment than the RDs‐only and Neither groups. School engagement mediated the relationship between childhood BPs and secondary school noncompletion but there was no evidence of similar mediation by family or peer attachment. Adolescent social connections did not mediate the effects of childhood RDs.

Conclusions
The adverse long‐term consequences of childhood BPs on secondary school noncompletion may be alleviated by targeting adolescent school engagement. Intervention implications are discussed.

History

Journal

Australian journal of psychology

Volume

71

Issue

2

Pagination

1 - 12

Publisher

John Wiley & Sons

Location

Chichester, Eng.

ISSN

0004-9530

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, The Australian Psychological Society