Change and Stability of Emotional Health of Rural Pennsylvania Youth During High School

PurposeFew prior studies have examined change in emotional health of high school students in a rural context. Considering the multifaceted nature of emotional health, this research aims to identify the patterns and explore change and stability of the emotional health of rural Pennsylvania youth. It also investigates the influence of family, peers, school, and the community environment on rural adolescents' emotional health. MethodsUsing panel data from the Rural Youth Education Project, we employed latent transition analysis to examine changes in patterns of rural students' self-reported emotional health from 9(th) grade to 11(th) grade (N = 1,294). FindingsFour distinct emotional health subgroups for rural adolescents were identified. Over half of the youth in the sample felt emotionally well, or positive, in both 9(th) and 11(th) grades. Roughly 60% of rural youth remained in the same emotional health category from 9(th) to 11(th) grade, but a substantial minority experienced change in emotional health. One-fifth reported lower emotional health status in 11(th) grade, and one-fifth indicated more positive emotions in 11(th) than in 9(th) grade. We found strong evidence of family, school, community, and peer influences on the emotional health of rural youth in 9(th) grade. ConclusionsThe results suggest that while a large share of rural youth exhibit positive emotional health and remain positive across their high school years, a substantial share of rural youth experience changing emotional health. The study underscores the important role that family, peers, school, and the community environment play for rural youth's emotional health over time.