A preliminary investigation of longitudinal associations between ethnic-racial identity and critical consciousness among Black and Latinx youth.

OBJECTIVES: In order for parents, educators, and communities to support racially/ethnically minoritized youth to resist and heal from White supremacy, it is important to examine how youths' beliefs about their ethnic-racial identity (ERI) and critical consciousness (CC) around racism inform one another. Despite this need, limited empirical research examines whether these processes are related across adolescence. METHOD: The present two-wave longitudinal study investigates whether ERI content (i.e., centrality, private regard) and CC (i.e., critical social analysis, interpersonal antiracism actions) are associated with one another among Black and Latinx youth N = 233; young women (55.6%); young men (44.4%); M = 14.96 years old, SD = 1.46. RESULTS: Autoregressive cross-lagged panel models suggested that youths' centrality at W1 was positively and significantly associated with a critical social analysis at W2, and critical social analysis at W1 was positively and significantly associated with private regard at W2 for both groups. Involvement in interpersonal antiracism actions at W1 was positively and significantly associated with private regard at W2 for both groups. Group differences existed in the link between centrality at W1 and interpersonal antiracism actions at W2. CONCLUSION: Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement.

Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1: N = 1305 adolescents enrolled in 64 math classrooms; Mage = 13.00 years, range = 10-16; 53% White, 41% Black, 6% Other race; 50% girls; 64% economically disadvantaged. Study 2: N = 563 adolescents enrolled in 40 science classrooms; Mage = 12.83 years, range = 10-16; 55% White, 40% Black, 5% Other race; 51% girls; 62% economically disadvantaged), we adopted a two-study approach to examine the mediational role of classroom climate perceptions in the link between classroom-level suspension rates for minor infractions and adolescents' math and science achievement. Results indicated that high classroom-level rates of suspensions for minor infractions were associated with poor academic outcomes among suspended students as well as their non-suspended classmates. Students' classroom climate perceptions mediated the links between classroom suspension rates and non-suspended students' academic outcomes. Shifting away from strict and punitive disciplinary schedules may grant school-based adults the ability to create classroom climates more attuned to adolescents' developmental and learning needs.

Employment status and psychosocial adjustment among adolescents and parents during the COVID-19 pandemic: Multi-informant data from ecological momentary assessments.

During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S. sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: May 18, 2020-June 1, 2020, October 19, 2020-November 2, 2020; parents: Mage = 43, 15% male; children: Mage = 15, 42% male; 36% Black, 26% White, 14% multiracial, 12% Latinx, 11% Asian American, and 1% Native American), this intensive longitudinal study investigated (a) the mediating role of health stress and financial stress in the link between parental employment status and psychosocial adjustment among adolescents and their parents and (b) whether this link differed by families' socioeconomic status or receipt of government subsidies. Results indicated that families who experienced job loss tended to report higher levels of health stress and financial stress, which in turn was associated with heightened negative affect and poorer sleep quality for both parents and adolescents. When parents work from home (WFH), families tended to have lower levels of health stress and financial stress, which in turn weakened the positive links with negative affect and sleep quality. Lower- (vs. higher-) income families experienced weaker protective effects associated with WFH arrangements. Government subsidies were associated with lower stress and better psychosocial outcomes in families experiencing job loss. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Fostering school equity: A racial socialization approach to creating an equitable school climate and reducing disciplinary infractions.

Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample (n = 1,515; Mage = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cultural competence) were linked to a lower likelihood of receiving a suspension for a minor infraction through improved school climate perceptions and whether these links differed between Black and White students. Results showed that school racial socialization was associated with a lower likelihood of receiving a suspension for a minor infraction and improved school climate perceptions for all students. Moreover, students' perceptions of school climate mediated the link between school racial socialization and suspensions among both Black and White students. Considering these results, school racial socialization is a promising means for improving students' school climate perceptions, reducing inequitable disciplinary practices, and fostering school equity. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Adolescent psychological adjustment and social supports during pandemic-onset remote learning: A national multi-wave daily-diary study.

In spring 2020, U.S. schools universally transitioned to online learning due to the COVID-19 pandemic's onset, thus creating a natural experiment for examining adolescents' risk and resilience during an ongoing school crisis response. This longitudinal study used a daily-diary approach to investigate the role of social support in the link between remote learning and psychological well-being across 64 days among a national sample of adolescents (n = 744; 42% Black, 36% White, 22% Other ethnicity/race; 41% boys; 72% eligible for free/reduced-priced lunch; Mage=14.60, SDage=1.71, age-range = 12-17 years). On days when youth attended remote learning, they reported lower daily positive affect, more daily stress, and higher parent social support. There were no significant differences in the effect of remote learning on affect or stress by race or economic status. On days when youth experienced more parent support, they reported lower daily stress and negative affect and higher daily positive affect. On days when youth experienced more peer support, they reported higher daily positive affect. Overall, the study highlights the impact of pandemic-onset remote learning on adolescents' psychological well-being and emphasizes the need for future research on school crisis contingency planning to address these challenges.

Vicarious severe school discipline predicts racial disparities among non-disciplined Black and White American adolescents.

Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; Mage : 12-13) enrolled in 84 classrooms in an urban mid-Atlantic city of the United States during the 2016-2017 and 2017-2018 academic years. Classmates' minor infraction suspensions predicted greater next year's defiant infractions among non-suspended Black adolescents, and this longitudinal relation was worse for Black youth enrolled in predominantly Black classrooms. For White youth, classmates' minor infraction suspensions predicted greater defiant infractions specifically when they were enrolled in predominantly non-White classrooms. Racial inequities in school discipline may have repercussions that disadvantage all adolescents regardless of race.

The spillover effects of classmates' police intrusion on adolescents' school-based defiant behaviors: The mediating role of institutional trust.

Peers' negative police encounters may have collateral consequences and shape adolescents' relationship with authority figures, including those in the school context. Due to the expansion of law enforcement in schools (e.g., school resource officers) and nearby neighborhoods, schools include spaces where adolescents witness or learn about their peers' intrusive encounters (e.g., stop-and-frisks) with the police. When peers experience intrusive police encounters, adolescents may feel like their freedoms are infringed upon by law enforcement and subsequently view institutions, including schools, with distrust and cynicism. In turn, adolescents will likely engage in more defiant behaviors to reassert their freedoms and express their cynicism toward institutions. To test these hypotheses, the present study leveraged a large sample of adolescents (N = 2,061) enrolled in classrooms (N = 157) and examined whether classmates' police intrusion predicted adolescents' engagement in school-based defiant behaviors over time. Results suggest that classmates' intrusive police experiences in the fall term predicted higher levels of adolescents' engagement in defiant behaviors at the end of the school year, regardless of adolescents' own history of direct police intrusive encounters. Adolescents' institutional trust partially mediated the longitudinal association between classmates' intrusive police encounters and adolescents' defiant behaviors. Whereas past studies have largely focused on individual experiences of police encounters, the present study uses a developmental lens to understand how the effects of law enforcement-perpetuated intrusion on adolescent development may operate through peer interactions. Implications for legal system policies and practices are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Stereotypes in the classroom's air: Classroom racial stereotype endorsement, classroom engagement, and STEM achievement among Black and White American adolescents.

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups' abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13-14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students' achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments. RESEARCH HIGHLIGHTS: Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence. White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes. Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes. Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

Adolescent Psychosocial Adjustment during COVID-19: An Intensive Longitudinal Study.

OBJECTIVE: COVID-19 has presented threats to adolescents' psychosocial well-being, especially for those from economically disadvantaged backgrounds. This longitudinal study aimed to identify which social (i.e., family conflict, parental social support, peer social support), emotional (i.e., COVID-19 health-related stress), and physical (i.e., sleep quality, food security) factors influence adolescents' same- and next-day affect and misconduct and whether these factors functioned differently by adolescents' economic status. METHOD: Daily-diary approaches were used to collect 12,033 assessments over 29 days from a nationwide sample of American adolescents (n =546; Mage = 15.0; 40% male; 43% Black, 37% White, 10% Latinx, 8% Asian American, and 3% Native American; 61% low-income) at the onset of the COVID-19 pandemic. RESULTS: Peer support, parent support, and sleep quality operated as promotive factors, whereas parent-child conflict and COVID-19 health-related stress operated as risk factors. Although these links were consistent for adolescents irrespective of economic status, low-income adolescents experienced more conflict with parents, more COVID-19 health-related stress, less peer support, and lower sleep quality than higher-income adolescents. Food insecurity was connected to decreased same- and next-day negative affect for low-income adolescents only. Low-income adolescents also displayed greater negative affect in response to increased daily health-related stress relative to higher-income adolescents. CONCLUSION: These results highlight the role of proximal processes in shaping adolescent adjustment and delineate key factors influencing youth psychosocial well-being in the context of COVID-19. By understanding adolescents' responses to stressors at the onset of the pandemic, practitioners and healthcare providers can make evidence-based decisions regarding clinical treatment and intervention planning for youth most at risk for developmental maladjustment.

The intergenerational effects of paternal incarceration on children's social and psychological well-being from early childhood to adolescence.

The present study sought to unravel the psychological processes through which mass incarceration, specifically paternal incarceration, is negatively affecting the next generation of children. Data came from 4,327 families from 20 cities who participated in a 10-year longitudinal study. Parents and children reported on children's rule-breaking behaviors and depressive symptoms when they were on average ages 5 (2003-2006), 9 (2007-2010), and 15 (2014-2017). Parental surveys and disposition information were combined to assess paternal incarceration at each age. Results showed that children who experienced paternal incarceration at age 5 also demonstrated more rule-breaking behaviors at age 15. Children's age-9 depressive symptoms partially mediated our finding, such that children who experienced paternal incarceration at age 5 also showed greater depressive symptoms at age 9, which in turn predicted greater rule-breaking behaviors at age 15. Paternal incarceration predicted future rule-breaking behaviors more strongly than did other forms of father loss. Because we found paternal incarceration during childhood is associated with worsened adjustment into adolescence, we discussed the need for developmentally appropriate practices in the criminal justice system.

Online Racism and Mental Health Among Black American Adolescents in 2020.

OBJECTIVE: To determine whether rates of online racial discrimination changed over the course of 2020 and their longitudinal effects on Black youths' mental health. METHOD: This longitudinal study collected 18,454 daily assessments from a nationally representative sample of 602 Black and White adolescents in the United States (58% Black, 42% White; mean age = 15.09 years, SD = 1.56 years) across 58 days during the heightened racial tensions between March and November 2020. RESULTS: Black youths experienced increases in online racial discrimination, and these increases were not fully explained by time spent online or by general cybervictimization experiences. Online racial discrimination predicted poorer same-day and next-day mental health among Black youths but not among White youths. Black youths' mental health did not predict their online racial discrimination experiences. CONCLUSION: Online racial discrimination has implications for shaping mental health disparities that disadvantage Black youths relative to their White peers. Programs can be implemented to decrease online hate crimes, and health providers (eg, pediatricians, psychiatrists) should develop procedures that mitigate the negative mental health effects following online racial discrimination experiences.

Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents' academic achievement.

The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates' academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (N-student = 558; N-classroom = 41; Mage = 12.83; age range = 10-16; 40% Black, 55% White, 5% other race; 51% girls; 62% eligible for free/reduced-priced lunch) and math (N-student = 1,302; N-classroom = 64; Mage = 13.00; age range = 10-16; 41% Black, 53% White, 6% other race; 50% girls; 64% eligible for free/reduced-priced lunch) classrooms among both suspended and nonsuspended students. Results showed that students who received a suspension for a minor infraction were more likely to have poorer academic achievement in both studies. In classrooms where suspensions for minor infractions were used more frequently, students had lower academic achievement, with student engagement partially mediating this relation. These results add to a growing body of school discipline literature that advocates for replacing exclusionary discipline with more developmentally responsive policies and practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Family resilience during the COVID-19 onset: A daily-diary inquiry into parental employment status, parent-adolescent relationships, and well-being.

COVID-19 changed the landscape of employment and financial security in the USA, contributing to multi-systemic disruptions in family life. Using dyadic, daily-diary parent-adolescent data from a nationwide American sample (18,415 daily assessments; 29 days: 4/8/2020-4/21/2020 and 5/18/2020-6/1/2020; N = 635 parent-adolescent dyads), this intensive longitudinal study investigated how COVID-19-related job loss and working-from-home (WFH) arrangements influenced parents' and children's daily affect indirectly through family functioning (i.e., parent-adolescent conflict, inter-adult conflict, and parental warmth) and whether these links varied by family socioeconomic status (SES). Parental employment status was linked to these family relational dynamics, which were then connected to parents' and adolescents' daily affect. Although SES did not moderate these links, low-income families were more likely to experience job loss, parent-adolescent conflict, and inter-adult conflict and less likely to WFH than higher-income families. As inter-relations within the family are a malleable point for intervention, clinicians working with families recovering from the fiscal impact of the COVID-19 pandemic are encouraged to use approaches that strengthen family relationships, especially between adolescents and their parents. Unemployment subsidies are discussed as a means to support families struggling with job loss, and organizations are urged to consider the benefits of WFH on employee health and work-life balance.

Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents.

The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11-16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents' endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents' race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth.

The policing paradox: Police stops predict youth's school disengagement via elevated psychological distress.

Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth experienced at least one police stop, and 66 stops occurred in total over the 35-day study course. Youth stopped by the police reported greater next-day school disengagement, and youth's psychological distress mediated the link between police stops and school disengagement. Disengagement did not predict youth's next-day police stops. In addition, ethnic-racial minority youth reported more negative police encounters than did White youth, and the effect of a police stop on next-day psychological distress was more negative for Other ethnic-racial minority youth. Implications for reducing police intervention in adolescents' lives are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The roles of suspensions for minor infractions and school climate in predicting academic performance among adolescents.

African American adolescents are grossly overrepresented in rates of school suspensions for minor disciplinary infractions; however, the consequences associated with this disciplinary practice are unknown. African American adolescents who were suspended for minor infractions may perceive school rules and adults as unfair and illegitimate, and these poor perceptions toward school may compromise their social and interpersonal resources necessary for academic success. The present study investigates: (a) whether suspensions for minor infractions predict lower school grades longitudinally, and (b) whether poor school climate perceptions mediate the longitudinal link between suspensions for minor infractions and school grades. Based on 3 years of school records and social survey data from 2,381 adolescents (35% African American, 65% White), results illustrated that more African American adolescents were suspended for minor infractions than their White peers who committed similar infractions. In addition, African American adolescents suspended for minor infractions also had lower grades 1 and 2 years later. The longitudinal relation between suspensions for minor infractions and subsequent grades was partially mediated by African American adolescents' school climate perceptions. Implications are discussed in relation to racial biases and developmentally appropriate, equitable disciplinary practices. Public Significance Statement: The present study shows that more African American youth are suspended for minor infractions than White youth. In addition, these suspensions predicted poor school grades and school climate perceptions for African American youth. These findings raise concerns about school adults' discretion in using punitive school discipline policies and practices, as they may be contributing to academic disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

An Intersectional Approach to Understanding the Academic and Health Effects of Policing Among Urban Adolescents.

This brief report examines whether the effects of direct and vicarious police stops on adolescents' academic adjustment via their psychological and physical well-being differ across ethnic-racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police stopped more Black boys and Black girls than their ethnic-racial peers. Vicarious stops were prevalent among all groups. The effects of police stops on adolescents' adjustment outcomes were more detrimental for adolescents of color and particularly Black boys relative to their White peers. Implications are discussed regarding how law enforcement shapes disparities that disadvantage particular adolescents at the intersections of their ethnicity-race and gender.

The Longitudinal Associations Between Paternal Incarceration and Family Well-Being: Implications for Ethnic/Racial Disparities in Health.

OBJECTIVE: Ethnic/racial minority children in the United States are more likely to experience father loss to incarceration than White children, and limited research has examined the health implications of these ethnic/racial disparities. Telomere length is a biomarker of chronic stress that is predictive of adverse health outcomes. This study examined whether paternal incarceration predicted telomere length shortening among offspring from childhood to adolescence, whether maternal depression mediated the link, and whether ethnicity/race moderated results. METHOD: Research participants included 2,395 families in the Fragile Families and Child Wellbeing study, a national and longitudinal cohort study of primarily low-income families from 20 large cities in the United States. Key constructs were measured when children were on average ages 9 (2007-2010) and 15 (2014-2017). RESULTS: Children who experienced paternal incarceration exhibited shorter telomere lengths between ages 9 and 15, and changes in maternal depression mediated this finding. Specifically, mothers who experienced a partner's incarceration were more likely to have depression between children's ages 9 and 15. In turn, increases in maternal depression between children's ages 9 and 15 predicted more accelerated telomere length shortening among children during this period. Paternal incarceration was more prevalent and frequent for ethnic/racial minority youth than for White youth. CONCLUSION: Paternal incarceration is associated with a biomarker of chronic stress among children in low-income families. Rates of paternal incarceration were more prevalent and frequent among Black American and multiethnic/multiracial families than among White Americans. As a result, the mass incarceration crisis of the criminal justice system is likely shaping intergenerational ethnic/racial health disparities.

Social Distancing and Adolescent Psychological Well-Being: The Role of Practical Knowledge and Exercise.

BACKGROUND AND OBJECTIVES: This intensive longitudinal study investigated 1) the extent to which engaging in social distancing predicted adolescents' same- and next-day stress and positive affect and 2) whether COVID-19-related knowledge and exercise moderated these links during statewide stay-at-home orders that mandated schools and nonessential businesses to close during the coronavirus pandemic. METHODS: Over the course of 28 days at the onset of the COVID-19 pandemic, a nationwide sample of 349 adolescents (Mean age = 15.0; 40% male; 44% Black, 39% White, 9% Latinx, 6% Asian American, 2% Native American) completed daily surveys about their social distancing behaviors, knowledge about the coronavirus, and exercise habits. Analysis was conducted on a total of 9372 assessments using longitudinal multilevel modeling approaches. RESULTS: Daily engagement in social distancing predicted increases in adolescents' stress and decreases in their positive affect. Practical knowledge about COVID-19 and daily exercise moderated these links. Specifically, practical knowledge and exercise weakened the positive link between social distancing and stress as well as the negative link between social distancing and positive affect. CONCLUSIONS: Adolescents' practical knowledge and exercise have the potential to buffer against the adverse effects of social distancing on stress and positive affect. However, it is critical for health care providers to recognize that youth are experiencing significant stress due to the disruption of developmentally normal patterns of social interaction. Pediatricians should focus on explaining the rationale behind social distancing while encouraging exercise as an adaptive coping mechanism that has benefits for psychological well-being.

COVID-19 Employment Status, Dyadic Family Relationships, and Child Psychological Well-Being.

PURPOSE: COVID-19 has led to soaring unemployment rates and the widespread adoption of working-from-home (WFH) arrangements that have disrupted family relationships and adolescent psychological well-being. This longitudinal study investigated how parental employment status (i.e., job loss and WFH) influenced adolescents' daily affect indirectly through family functioning (i.e., parent-adolescent conflict and parental warmth) and whether these links varied by family's socioeconomic status. METHODS: Daily-diary approaches were used to collect dyadic parent-adolescent data from a nationwide American sample (6,524 daily assessments from 447 parent-adolescent dyads; 45% black, 36% white, 10% Latinx, 7% Asian American, 2% Native American) over the course of 15 consecutive days at the onset of the COVID-19 pandemic. RESULTS: Parents who experienced job loss demonstrated increases in parent-child conflict, which in turn predicted decreases in child positive affect and increases in child negative affect. Furthermore, parents' WFH status predicted increases in parental warmth, which in turn predicted increases in child positive affect and decreases in child negative affect. Parents of low-income families were more likely to experience job loss (24% vs. 13%) and less likely to WFH (44% vs. 73%) than middle-high income parents. CONCLUSIONS: Adolescents from families facing economic hardship and employment shifts during COVID-19 experienced changes in parent-child relational dynamics that influenced their emotional well-being. Recognizing these shifts in family ecology is critical to health providers' ability to screen for mental health, assess existing family supports, and provide timely, targeted information about stress management and contending with family conflict.