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Relationships Between Student Engagement and Mental Health as Conceptualized from a Dual-Factor Model

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Handbook of Research on Student Engagement

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Abstract

This chapter reviews empirical links between youth mental health and behavioral, emotional/affective, cognitive engagement among school-aged youths. Youth mental health is defined in a dual-factor model, as comprised of positive indicators of well-being (e.g., subjective well-being) and negative indicators of ill-being (e.g., internalizing and externalizing symptoms of mental health problems). After establishing the associations between student engagement and mental health as indicated from observational studies, we describe how interventions that target engagement have impacted youth mental health, and vice versa how addressing mental health problems that pose barriers to student engagement actually impact aspects of engagement. The chapter concludes with a discussion of considerations for marginalized or underrepresented groups of students, implications for practice, and directions for future research.

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Notes

  1. 1.

    The positive psychology interventions discussed in this section focus on up-regulating positive emotions. In contrast, most traditional social-emotional learning (SEL) interventions focus on develo** children and adolescents’ skills in down-regulating negative emotions such as anger, sadness, and worry (Morrish et al., 2018). There are a few exceptions, as some commercially available SEL programs such as MindUP (The Hawn Foundation, 2011) contain comprehensive emotion regulation strategies in deliberate attempts to do both—up-regulate positive emotions and down-regulate negative emotions. However, since the emphasis or exclusive focus of most SEL programs is on prevention of mental health problems through managing negative emotions, we tend to distinguish between SEL and positive psychology interventions and recommend educational leaders integrate positive psychology interventions with their existing SEL program in accordance with a dual factor model of mental health that provides a framework for addressing both ill-being and well-being.

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Authors and Affiliations

  1. Department of Educational and Psychological Studies, University of South Florida, Tampa, FL, USA

    Shannon M. Suldo

  2. School of Education, William & Mary, Williamsburg, VA, USA

    Janise Parker

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  1. Shannon M. Suldo
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  2. Janise Parker
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Correspondence to Shannon M. Suldo .

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  1. University of Georgia, Athens, GA, USA

    Amy L. Reschly

  2. University of Minnesota, Minneapolis, MN, USA

    Sandra L. Christenson

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Suldo, S.M., Parker, J. (2022). Relationships Between Student Engagement and Mental Health as Conceptualized from a Dual-Factor Model. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_11

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