Physical Disabilities in Adolescence and Educational Attainment in Adulthood: The Mediating Role of Expectations, Discipline, and School Relationships
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | University of Wisconsin-Madison, USA, Korea University, Seoul, Republic of Korea, Harvard T.H. Chan School of Public Health, Boston, MA, USA |
| ANO | Não informado |
| TIPO | Artigo |
| PERIÓDICO | Youth and Society |
| ISSN | 0044-118X |
| E-ISSN | 1552-8499 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/0044118x251360353 |
| ADICIONADO EM | 2025-08-18 |
Resumo
Although prior research has examined the impact of developmental disabilities on educational outcomes, limited attention has been paid to physical disabilities and the mechanisms underlying their effects. This study investigates the relationship between adolescent physical disabilities and educational attainment in young adulthood using data from Waves I, II, and IV of the National Longitudinal Study of Adolescent to Adult Health. School fixed effects models were employed to adjust for contextual confounding. Multivariate bootstrapped mediation analyses explored potential pathways, including educational effort, disciplinary actions, aspirations and expectations, and school-based relationships. Findings indicate that a higher physical disability index is significantly associated with lower educational attainment. Educational expectations emerged as the most significant mediator, followed by suspension and difficulties in teacher relationships. Educational effort did not significantly mediate the relationship. These findings highlight the importance of supporting students with physical disabilities in social-psychological domains to enhance long-term educational outcomes.