The association between experiences of unfair treatment in school and adolescent adjustment over 5 years.

This study investigates how high-school experiences of unfair treatment connect to adolescents' higher education enrollment and life satisfaction 5 years later. We utilized four waves of data at ages 14 years (T1), 16 (T2), 18 (T3) and 19 (T4) in the UK (N = 13,065; 51% Male, 49% Female, 70% White, 11% Black, 19% South-Asian). Perceived teacher unfairness at T1 predicted lower university aspirations (T2) and subsequently lower enrollment in higher education (at T3 and T4) and life satisfaction (T4).

Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate.

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012-2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, M  = 15.

Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement.

Background: Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking.

Aims: In this study, we investigated the mechanisms through which peer victimization and teacher support affect aspirations for and enrolment at university 5 years later through engagement in secondary school.