Adolescents With Depressive Symptoms and Their Challenges With Learning in School
Open accessAbstract
We examine school performance among 83 adolescents at risk for major depression. Negative mood interfered with subjective measures of school performance, including ability to do well in school, homework completion, concentrate in class, interact with peers, and going to class. No significant relationships were found for mood and objective measures of school performance (school attendance, English, and Math grades). Students with a college-educated parent had stronger performance in objective measures (school attendance and Math grades), whereas males had lower English grades. In qualitative interviews, adolescents reported that negative thinking led to procrastination, which led to poor school performance, which led to more negative thinking. Adolescents with depressive symptoms that do not meet the threshold for referral report struggles in school. Understanding the specific challenges faced by adolescents with even low levels of depressive symptoms can help school nurses, teachers, and parents identify appropriate interventions to help adolescents succeed in school.
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In 83 US students aged 14-21 at risk for major depression, self-reported depressive symptoms were associated with concentration difficulties and trouble completing school tasks.
“This is consistent with the findings of Humensky et al. (2010) who found that self-reported depressive symptoms were associated with concentration difficulties and trouble with completing school tasks, in 83 students from the United States between the ages of 14-21, and at-risk for major depression (Humensky et al., 2010).”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Humensky et al., 2010
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- Authors
- Humensky, J., Kuwabara, S. A., Fogel, J., Wells, C., Goodwin, B., & Voorhees, B. W. V.
- Affiliations
- Edward Hines, Jr. VA Hospital (US)
- Johns Hopkins University (US)
- Oregon State University (US)
- California State University, Monterey Bay (US)
- University of Chicago (US)
- Venue
- The Journal of School Nursing
- Publisher
- SAGE Publications
- Published
- 2010-07-06
- Volume
- 26
- Issue
- 5
- Pages
- 377-392
- ISSN
- 1059-8405 (ISSN-L)
- 1546-8364
- PMC
- PMC3686103
- OpenAlex
- W1996448365
- Cited by
- 114
- References
- 42
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 6 · 2023: 7 · 2022: 16 · 2021: 10 · 2020: 10 · 2019: 9 · 2018: 6 · 2017: 10 · 2016: 4 · 2015: 6 · 2014: 7 · 2013: 7 · 2012: 6
- FWCI
- 4.93
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- The Journal of School Nursing (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R01MH090035, K08MH072918)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Education › Youth Substance Use and School Attendance
- Keywords
- adolescent depression, depressive symptoms, academic performance, homework completion, procrastination, negative mood, school attendance, student grades, parental education, gender differences, peer interaction, school nurses, early detection of depression
- MeSH terms
- Adolescent, Psychology, Adolescent, Depression, Educational Measurement, Educational Status, Female, Humans, Learning, Learning Disabilities, Male, Models, Psychological, Psychometrics, Surveys and Questionnaires, Risk Factors, School Nursing, Stress, Psychological, Multivariate Analysis, Linear Models, Logistic Models, Qualitative Research, Young Adult
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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