Academic Marginalization in High School as a Predictor of Depressive Symptoms in Midlife

• In Event: 570 - Regular Session. Mental Health: Economic and Education Antecedents

Abstract

Although research has consistently shown that higher levels of educational attainment are associated with better mental health at midlife, we know little about specific aspects of education from adolescence and the transition to adulthood that help to produce educational mental health disparities. This study examines the extent to which high school academic performance, non-cognitive skills, and post-secondary degree attainment are predictive of moderate and severe psychological distress at midlife. Using data from the 2014 follow-up survey of the High School and Beyond study, we find that different aspects of education are related to moderate and severe psychological distress. Specifically, our findings indicate that better grades in high school and the attainment of a Bachelor’s degree significantly reduces the likelihood of experiencing moderate distress, but not severe distress. Non-cognitive skills such as locus of control and self-concept in adolescence are negatively related to severe distress, but not moderate distress. These results highlight the importance of developing a more nuanced understanding of the association between education and mental health, and demonstrate that academic outcomes as early as in adolescence have implications for levels of psychological distress much later in the life course.

Authors

• Tim Werwath, University of Texas at Austin

• Chandra Muller, University of Texas