Exploring the interrelationships of children's mental health, socioeconomic status, and math performance: Cross‐cultural patterns in Brazil and Germany

Children worldwide are currently facing a multitude of crises that are negatively impacting their mental health and academic performance. Three years after the onset of the COVID‐19 pandemic, their mental health remains impaired, and profound learning gaps have been identified. Both factors are influenced by socioeconomic status (SES), which raises the question of a vicious circle that may impede children's future participation in society. The present study aims to provide further insights into this interplay by analysing cross‐cultural data with traditional linear and latent profile analyses (LPA) from Brazil and Germany. Mental health problems (emotional problems, hyperactivity, conduct problems, peer problems, state‐math anxiety [state‐MA]), health‐related quality of life, SES and math performance were assessed in 589 German third to sixth graders (50.1% girls) and 403 Brazilian third to sixth graders (50.6% girls). The results indicated that in both countries, state‐MA and SES were stable predictors of math fluency, while cross‐cultural differences were identified for trait‐assessments of mental health problems, indicating cultural differences in the state–trait‐discrepancy. The link between mental health problems and math fluency was not moderated by SES. LPA revealed basic profiles of mental health, SES, and math fluency in both countries, mostly characterised by different levels of MA and quality of life. In addition to profiles associated with math difficulties, there was evidence of resilient groups. The findings underline the complexity of the relationship between mental health and math performance and raises questions about cultural differences in the self‐assessment of mental health traits. Implications for future research are discussed. Context and implications Rationale for this study: This study examines the interaction between children's mental health, socioeconomic status (SES) and math performance in Brazil and Germany. It addresses the absence of cross‐cultural research that considers these factors together, particularly in light of the widening learning gaps and impaired child wellbeing caused by the COVID‐19 pandemic. Why the new findings matter: The results show that maths‐specific state anxiety and SES consistently predict maths performance, while cultural differences influence how children report mental health issues. Importantly, resilient subgroups emerge, demonstrating that strong performance and well‐being are possible despite adversity. Implications for policymakers, practitioners and researchers: Policymakers should address SES‐related inequalities and incorporate mental health into education programmes. Practitioners can focus on reducing math anxiety and fostering resilience in the classroom. Researchers are encouraged to adopt longitudinal, cross‐cultural approaches and refine culturally sensitive assessment tools.