School connectedness mediates the association of social function with depressive symptoms in teenagers with attention deficit hyperactivity disorder

Amani Kappi; Ana Maria Linares; Misook Lee Chung

doi:10.1111/camh.12595

School connectedness mediates the association of social function with depressive symptoms in teenagers with attention deficit hyperactivity disorder

Amani Kappi
, Ana Maria Linares
, Misook Lee Chung

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Background: Depressive symptoms commonly co-occur in teenagers with attention deficit hyperactivity disorder (ADHD), and poor social function is a known predictor of depressive symptoms. This study's purpose was to determine whether school connectedness mediates the association between social function and depressive symptoms in teenagers with ADHD. Method: In this secondary analysis, we selected 313 (74%) of 425 teenagers with ADHD (male 72%, mean age = 15 years) who had completed data on depressive symptoms, social function, and school connectedness in the Fragile Families and Child Well-Being Study. The mediation effect of school connectedness was tested by multiple regression using SPSS PROCESS macro with 5000 bootstrap samples controlling covariates (teenagers' age, gender, and race, their relationship with primary caregivers, type of school teenager attends, time of living with primary caregivers, and primary caregivers' education). Results: Social function predicted depressive symptoms (direct effect = −0.132, 95% CI = −0.218, −0.045). School connectedness mediated the relationship between social function and depressive symptoms (indirect effect = −0.084; 95% CI = −0.130, −0.045). Conclusion: This study points to the importance of considering school factors in understanding depression symptoms in children with ADHD. Also, clinicians should consider asking teenagers about school-related factors such as school connectedness which is likely important in understanding the experience of depressive symptoms in this population. Identifying ways to help enhance school connectedness for young people with ADHD should be prioritized.

Original language	English
Pages (from-to)	363-369
Number of pages	7
Journal	Child and Adolescent Mental Health
Volume	28
Issue number	3
DOIs	https://doi.org/10.1111/camh.12595
State	Published - Sep 2023

Bibliographical note

Publisher Copyright:
© 2022 Association for Child and Adolescent Mental Health.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not‐for‐profit sectors. Original research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health under award numbers R01HD36916, R01HD39135, and R01HD40421 (as well as a consortium of private foundations). The content is solely the authors' responsibility and does not necessarily represent the official views of the National Institutes of Health. The dataset used in this paper is available in the Fragile Families and Child Well‐Being Study website at https://fragilefamilies.princeton.edu/about . The authors have declared that they have no competing or potential conflicts of interest.

Funders	Funder number
National Institutes of Health (NIH)	R01HD39135, R01HD36916, R01HD40421
Eunice Kennedy Shriver National Institute of Child Health and Human Development

Keywords

Attention deficit hyperactivity disorder
adolescent
depressive symptoms
social behavior

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1111/camh.12595

Cite this

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title = "School connectedness mediates the association of social function with depressive symptoms in teenagers with attention deficit hyperactivity disorder",

abstract = "Background: Depressive symptoms commonly co-occur in teenagers with attention deficit hyperactivity disorder (ADHD), and poor social function is a known predictor of depressive symptoms. This study's purpose was to determine whether school connectedness mediates the association between social function and depressive symptoms in teenagers with ADHD. Method: In this secondary analysis, we selected 313 (74\%) of 425 teenagers with ADHD (male 72\%, mean age = 15 years) who had completed data on depressive symptoms, social function, and school connectedness in the Fragile Families and Child Well-Being Study. The mediation effect of school connectedness was tested by multiple regression using SPSS PROCESS macro with 5000 bootstrap samples controlling covariates (teenagers' age, gender, and race, their relationship with primary caregivers, type of school teenager attends, time of living with primary caregivers, and primary caregivers' education). Results: Social function predicted depressive symptoms (direct effect = −0.132, 95\% CI = −0.218, −0.045). School connectedness mediated the relationship between social function and depressive symptoms (indirect effect = −0.084; 95\% CI = −0.130, −0.045). Conclusion: This study points to the importance of considering school factors in understanding depression symptoms in children with ADHD. Also, clinicians should consider asking teenagers about school-related factors such as school connectedness which is likely important in understanding the experience of depressive symptoms in this population. Identifying ways to help enhance school connectedness for young people with ADHD should be prioritized.",

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AB - Background: Depressive symptoms commonly co-occur in teenagers with attention deficit hyperactivity disorder (ADHD), and poor social function is a known predictor of depressive symptoms. This study's purpose was to determine whether school connectedness mediates the association between social function and depressive symptoms in teenagers with ADHD. Method: In this secondary analysis, we selected 313 (74%) of 425 teenagers with ADHD (male 72%, mean age = 15 years) who had completed data on depressive symptoms, social function, and school connectedness in the Fragile Families and Child Well-Being Study. The mediation effect of school connectedness was tested by multiple regression using SPSS PROCESS macro with 5000 bootstrap samples controlling covariates (teenagers' age, gender, and race, their relationship with primary caregivers, type of school teenager attends, time of living with primary caregivers, and primary caregivers' education). Results: Social function predicted depressive symptoms (direct effect = −0.132, 95% CI = −0.218, −0.045). School connectedness mediated the relationship between social function and depressive symptoms (indirect effect = −0.084; 95% CI = −0.130, −0.045). Conclusion: This study points to the importance of considering school factors in understanding depression symptoms in children with ADHD. Also, clinicians should consider asking teenagers about school-related factors such as school connectedness which is likely important in understanding the experience of depressive symptoms in this population. Identifying ways to help enhance school connectedness for young people with ADHD should be prioritized.

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School connectedness mediates the association of social function with depressive symptoms in teenagers with attention deficit hyperactivity disorder

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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