Home alone: is it a risk factor for middle school youth and drug use?

This study examined the relationship between middle school/junior high student latchkey status and early experimentation and use of alcohol, tobacco, and other drugs. Students were queried about the frequency (number of times per week) and quantity (number of hours per day) of unsupervised after school days in an average week. Questions were also asked regarding their experiences with "gateway" drugs, inhalants, and steroids. Chi square analysis was used to test the strength of association. The results of this study indicated that latchkey youth (LKY) who were home alone two or more days per week were four times more likely to have gotten drunk in the past month than those youth who had parental supervision five or more times a week. Also, significant differences were observed for LKY with respect to cigarette smoking, inhalants, and marijuana use. Other findings and demographic variables were discussed as they pertain to LKY as well as suggested strategies for healthy self-care alternatives.

Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: investigation of a mediated effects model.

This study investigated interrelations among conditions of household socioeconomic disadvantage, proximal environmental experiences, and adaptational outcomes in a sample of 398 middle grade, early adolescents from a predominantly poor, rural area. Findings indicated that levels of disadvantage were related to both socioemotional and academic adjustment, with those from relatively disadvantaged backgrounds faring most poorly. Specifically, youth from homes in which adults were employed in low-income, unskilled occupations were found to have lower levels of school performance and achievement compared to those from homes in which adults were employed in higher paying semi-skilled or skilled/professional occupations. Further, youth from families in which neither parent had graduated from high school exhibited significantly worse socioemotional and academic adjustment than did those whose parents had higher educational levels. Youth who lived in relatively disadvantaged homes also reported more negative experiences of proximal environmental conditions relating to family and school contexts and greater exposure to stressful life events. Most notably, findings provided support for employing an ecological-mediational perspective to understand patterns of linkage between socioeconomic disadvantage and levels of adjustment. Support for this viewpoint included the finding that proximal environmental experiences were significant predictors of adolescent adjustment, independent of shared variance with conditions of household disadvantage, whereas conditions of disadvantage in several instances were no longer related significantly to indices of adjustment once their association with proximal environmental conditions was taken into account. The discussion considers implications for the targeting and scope of ecologically oriented approaches to preventive intervention.