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Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence?

  • Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well‐being and academic performance. Aiming to understand how feelings of school‐related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire‐based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel‐based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School‐related social exclusion and disturbed neurodevelopment are thus significantly associated.

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Metadaten
Author: Diana Raufelder, Nicola Neumann, Martin Domin, Robert C. Lorenz, Tobias Gleich, Sabrina Golde, Lydia Romund, Anne Beck, Frances Hoferichter
URN:urn:nbn:de:gbv:9-opus-60510
DOI:https://doi.org/10.1111/cdev.13613
ISSN:1467-8624
Parent Title (English):Child Development
Publisher:Wiley
Place of publication:Hoboken
Document Type:Article
Language:English
Date of first Publication:2021/06/22
Release Date:2022/07/06
GND Keyword:-
Volume:92
Issue:6
First Page:2213
Last Page:2223
Faculties:Philosophische Fakultät / Institut für Erziehungswissenschaft
Licence (German):License LogoCreative Commons - Namensnennung-Nicht kommerziell