Psychosocial and academic outcomes of an ethnic-racial identity intervention in Sweden.

ABSTRACT: Despite indications of positive associations between ethnic-racial identity and youth adjustment in ethno-racially diverse European contexts, little is known about how to effectively support ethnic-racial identity development through intervention to elicit such desirable outcomes. This longitudinal preregistered study examined whether a school-based intervention, the Identity Project, impacted psychosocial and academic adjustment through the ethnic-racial identity processes of exploration and resolution among adolescents in Sweden. The study included 509 adolescents attending the 10th grade (M_age = 16.28, SD = 0.80; 52% migration background; 65% self-identified girls). Participants were randomized into an intervention or wait-list control group. Data were collected and assessed

SUBMITTER: Abdullahi AK 

PROVIDER: S-EPMC12552767 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature