ABSTRACT We investigated dual‐factor mental health (DFMH) profiles with a sample of largely non‐Hispanic White (55.4%) and Hispanic (31.3%) adolescent students in grades 9–12 ( N = 1,064). DFMH profiles were defined by three indicators: school‐specific subjective well‐being, broad internalizing problems, and broad externalizing problems. First, we used latent profile analysis (LPA) to identify an optimal DFMH profile model based on empirical and theoretical considerations. Next, we explored the association of the identified DFMH profiles with several student sociodemographic characteristics: sex, race and ethnicity, grade level, free/reduced‐price lunch (FRPL) eligibility, special education eligibility, and English language learner (ELL) status. Finally, we examined the association of the identified DFMH profiles with psychosocial and educational outcomes. LPA identified three profiles: complete mental health (31% of the sample), moderate mental health (61% of the sample), and troubled (8% of the sample). Sociodemographic analyses showed that FRPL eligibility was associated with significantly increased odds of moderate mental health profile membership, whereas ELL status was associated with increased odds of complete mental health profile membership. Outcome analyses showed significant differences between all three profiles across each psychosocial and educational outcome—the complete mental health profile showed the best outcomes, followed by the moderate mental health and troubled profiles, respectively. Overall, findings advance empirical understanding of the nature and consistency of the DFMH model in adolescent students and offer support for assessing and supporting student well‐being in addition to addressing distress in school settings.
Renshaw et al. (Thu,) studied this question.