Pubertal timing of Latinas and school connectedness during the transition to middle school

Pubertal Timing, Positive Contexts, and Emotional Symptoms in Early Adolescence: Examining Sex Differences With a Dual Grade Cohort Design

Earlier puberty predicts emotional symptoms during adolescence, with potential sex disparities in how developmental contexts moderate this relationship. Under the differential susceptibility framework, negative contextual amplifiers are well-documented, but positive contextual attenuators remain under-researched. Acknowledging girls' earlier pubertal onset, this study employed a dual grade cohort design (5th- and 7th-grade cohorts) to examine sex-specific positive contextual moderators (family members, general peers, teachers) in the longitudinal association between pubertal timing and emotional symptoms. This approach enabled sex comparisons at similar chronological ages (controlling for social timing) and at comparable pubertal stages (accounting for measurement timing). Multiple grade cohorts from a three-wave survey in China were analyzed, including six-month (5th: N = 10,544, 46.6% girls; 6th: N = 5991, 47.6% girls; 7th: N = 7028, 47.4% girls; 8th: N = 4832, 48.2% girls) and one-year (5th: N = 14,580, 45.8% girls; 6th: N = 11,845, 46.6% girls; 7th: N = 10,347, 47.6% girls) nested samples. Through within-grade and cross-grade comparisons, linear mixed-effects models tested each pubertal timing × positive context × sex interaction in predicting future emotional symptoms, adjusting for school-level clustering, socio-demographics, and baseline emotional symptoms. Results identified earlier puberty as a risk for both sexes. Results revealed schoolwide teacher-student relations as a positive contextual moderator only for 5th-grade girls, with no other significant contextual moderators observed for either sex. These findings underscore the importance of improving school-level teacher-student interactions to mitigate the emotional challenges faced by early-maturing girls.

The Distinct Roles of Biological and Perceived Pubertal Timing in Delinquency and Depressive Symptoms from Adolescence to Adulthood

Pubertal timing is a robust predictor of externalizing and internalizing problems in adolescence, but controversies remain whether only early or off-time (both early and late) pubertal timing is associated with negative developmental outcomes and whether effects differ across perceptions of pubertal timing and actual biological pubertal timing. Additionally, less is known about the longevity of pubertal timing effects and mediators of effects that persist through adolescence and into adulthood. This longitudinal study investigated the effects of early and off-time pubertal timing, in form of perceived pubertal timing relative to peers and reported biological pubertal timing relative to age, on delinquency and depressive symptoms in adolescence and young adulthood between 2003 and 2022. Peer deviance and school connectedness were examined as mediators of any persisting effects. The sample included 704 youth (52% male, 76% African American, 22% Non-Hispanic White) who were assessed at four time points from early adolescence (Mean ages: 11.8, 13.2) to late adolescence (Mean age: 17.6) and young adulthood (Mean age: 27.7). Perceived off-time pubertal timing in males and early biological pubertal timing in both males and females were risk factors for persistent delinquency into young adulthood, but neither form of pubertal timing was associated with depressive symptoms. None of the effects were mediated by peer deviance or school connectedness. These findings advance the understanding of more nuanced effects of pubertal timing on adjustment problems in diverse youth as they develop from early adolescence to adulthood.

Latinx Adolescents' Assets, Risks, and Developmental Pathways: A Decade in Review and Looking Ahead

I selectively review the last decade of theory and research on Latinx adolescents and emerging adults' development. After briefly reviewing the changing demographics of US Latinx families, I address: (1) asset-based theories of Latinx youth's development; (2) the literature on the educational pathways of US Latinx youth; (3) how close relationships, ethnic/racial (ERI) identity, and family, school, and community context promote or constrain Latinx youth's educational and positive development and provide examples of successful interventions to promote ERI and academic adjustment. I conclude with suggestions for scholarship in the next decade, including applying intersectional, interdisciplinary, biopsychosocial, and international lenses to studying Latinx youth, researching father involvement, and addressing between- and within-country of origin variations in Latinx youth's education and development.

Timing of puberty in boys and girls: Implications for population health

Puberty is marked by substantial increases and emerging sex differences in psychological disorders and risky behaviors. However, few studies have examined these effects beyond adolescence, and the previous literature has been dominated by samples of White girls. The current study examines the broadest known set of health sequelae related to traditional pubertal markers and peer-relative pubertal timing in a representative sample of 14,545 U.S. youth from the National Longitudinal Study of Adolescent to Adult Health.

Maturational timing was assessed by age at menarche for girls and physical development for boys (e.g., facial hair, voice change), and then categorized as early (1 SD below mean), on-time, or late (1 SD above mean) within-sex. Early and late peer-relative timing was assessed by a self-report of looking “much older” or “much younger” than one's peers. We examined psychological (depressive symptoms, antisocial behavior), behavioral (number of sex partners, drug use, physical activity, screen time, sleep hours), and physical health (self-reported health, BMI) outcomes during adolescence and young adulthood in a series of sex-stratified regression analyses using survey weights and a comprehensive set of sociodemographic covariates.

Results indicated that, overall, earlier pubertal timing (i.e., maturational timing and peer-relative timing) put both girls and boys at risk during adolescence, while later timing was protective. However, longitudinal models revealed mixed results. For instance, early maturational timing was associated with higher young adult BMI (girls: β = 0.139, p < .01; boys: β = 0.107, p < .01), but later timing for boys was associated with both risky (e.g., more screen time; β = 0.125, p < .05) and health promoting (e.g., more sleep; β = .296, p < .01) behaviors. Analysis of this holistic set of outcomes with sex differences in mind allows for more careful evidence-based recommendations for adolescent health promotion.

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Early or late puberty predicts health, but there is little longitudinal research.

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Perceived pubertal development relative to peers also predicts health outcomes.

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Links between pubertal timing and long-term health were more pervasive for girls.

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Adolescent psychological symptoms and health behaviors explain long-term links.

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Results point to the need for high-quality puberty education early in life.

Next Steps in Puberty Research: Broadening the Lens Toward Understudied Populations

Decades of puberty research have yielded key scientific discoveries. Building on the field's rich history, we highlight four understudied populations: youth of color, boys, sexual minority youth, and gender minority youth. We explore why scientific study has been slow to evolve in these groups and propose paths forward for exciting new work. For ethnically racially diverse youth, we discuss the need to incorporate culture and context. For boys, we highlight methodological issues and challenges of mapping existing conceptual models onto boys. For sexual and gender minority youth, we discuss unique challenges during puberty and suggest ways to better capture their experiences. With an eye toward a new era, we make recommendations for next steps and underscore the importance of transdisciplinary research.

Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls

This study used a nationally representative sample of African American and Caribbean Black adolescent females to examine the relation between perceived pubertal timing relative to peers and discriminatory experiences. Participants included the 607 girls who participated in the National Survey of American Life-Adolescent (NSAL-A), and ranged in age from 13 to 17. Most African American girls perceived their development as on-time relative to their same-aged peers; whereas the majority of Caribbean Black girls perceived their development as earlier than their same-aged peers. The results indicated that girls who perceived that their pubertal development was earlier than their same-aged peers reported more general and racial discrimination experiences.