Quality and Quantity: New Study Highlights Classes of Relational Support Important to Adolescent Development

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Hwang, S. H. J., Cappella, E., Kieffer, M. J., & Seidman, E. (2024). Capturing the prevalence, patterns, and predictors of supportive relationships in early adolescence. Journal of Early Adolescence.

Introduction

Hwang et al. (2024) address a significant developmental period, early adolescence, during which adolescents’ needs for emotional, informational, and academic support are paramount. While past research has typically focused on single sources of support (e.g., parent or teacher), this study expands understanding by examining relational support holistically across multiple contexts, including home, school, and community settings.

Methods

Using a person-centered latent class analysis (LCA), the researchers analyzed relational support among 6,469 early adolescents from the Early Childhood Longitudinal Study dataset (ECLS-K). They categorized relational support into emotional, informational, and academic forms, assessing which sources (e.g., parents, school friends, siblings, teachers) provided support across these needs. Predictor variables included individual demographics, family characteristics, and school contexts.

Results

The analysis identified six distinct classes of relational support patterns:

  1. All High Support: Emotional, informational, and academic support from various adults and peers across settings.
  2. Mainly School Friends: Primarily emotional and informational support from school friends.
  3. All Low Support: Limited support across all needs and sources.
  4. Parents & School Friends: Predominant support from parents and school friends.
  5. Mainly Out-of-School Friends: Emotional and informational support mainly from non-school friends.
  6. Mainly Family: High emotional and informational support from family members, especially parents and siblings.

Females and those in higher socioeconomic contexts were more likely to report high relational support (e.g., All High, Parents & School Friends). Participation in extracurricular activities also corresponded with higher support across contexts.

Discussion

The study highlights the heterogeneous and unequal distribution of relational support in early adolescence.  The absence of peer or adult support among some adolescents underscores the need for targeted interventions, especially for boys, those from lower SES backgrounds, and youth not engaged in extracurricular activities.

Implications for Mentoring Programs

  • Assess and Address Levels of Support: Mentoring programs should assess level of support for their mentees and focus on enhancing supportive relationships, particularly those in lower SES contexts or without extracurricular engagement.
  • Leverage School-Based Friendships and Family Involvement: Since many adolescents rely on school friends for support, peer-based mentoring could enhance relational support among youth, especially those with limited family or community support.
  • Encourage Extracurricular Participation: Engaging adolescents in extracurricular activities may provide additional avenues for support, connecting youth with peers and adults in structured environments.

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