Schwartz, KellyWilliams, Sarah Ruth2021-09-082021-09-082021-08-30Williams, S. R. (2021). Changes in Student Mental Health and Adaptive Functioning During the COVID-19 Pandemic: Does Age Matter (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.http://hdl.handle.net/1880/113834The impact of the COVID-19 pandemic on the lives of individuals across the globe has been significant. One segment of the Canadian population that may be particularly vulnerable to the impact of the pandemic are adolescents. Due to the developmental tasks and formational experiences that characterize the adolescent period, a growing number of studies have set out to investigate the potential effect that the pandemic may be having on youth, particularly as the pandemic effects pertain to their mental health. Almost a year and a half later, there are questions that still remain unanswered. As such, the current study sought to better understand adolescent mental health and adaptive functioning during this time and to determine whether there are age differences both cross-sectionally and across time. The current study followed a sample of adolescents from four metropolitan school divisions at two time points: September 2020 (N=2397) and December 2020 (N=1689). Participants completed the Behavior Intervention Monitoring Assessment System (BIMAS-2) measure, a 34-item universal screening measure of conduct problems, negative affect, and cognitive/attention difficulties as well as social and academic functioning. To better understand adolescents’ pandemic-related concerns, participants also completed an 11-item COVID-concern scale. Results indicated that, although mental health and COVID-related concerns are increasing and adaptive functioning is decreasing during the first four months of the school year, that adolescents’ experience during COVID-19 differs depending on their age. Older adolescents reported higher negative affect and cognition/attention difficulties while younger adolescents reported higher conduct and academic functioning. Moving forward, these results can help to inform development of programs and strategies for adolescents as they continue to navigate new experiences within the context of COVID-19.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.COVID-19AdolescentsMental healthAcademic functioningAge differencesEducationEducational Psychologymaster thesis10.11575/PRISM/39173