The research highlights growing concerns over adolescent mental health problems in the post-pandemic era, especially in urban environments shaped by academic pressure, social competition, and increasingly complex digital interactions. According to the researchers, teenagers need not only family support but also emotionally safe school environments to maintain healthy psychosocial adjustment.
In the study, Ismiriyam and Wulansari examined how parent–child attachment and the school social environment influence adolescents’ psychosocial adjustment. Psychosocial adjustment refers to a teenager’s ability to regulate emotions, build healthy social relationships, and adapt successfully to everyday social demands.
The study involved 360 tenth- and eleventh-grade students from two senior high schools in urban areas. Participants were selected using stratified random sampling to ensure balanced representation. Students completed questionnaires measuring emotional attachment to parents, perceptions of the school social environment, and psychosocial adjustment abilities.
Researchers focused on adolescents aged 15–17 because this stage is considered a critical developmental period marked by identity formation, emotional instability, and growing social expectations. Students in Grade 10 often experience adjustment challenges when transitioning into senior high school, while Grade 11 students frequently face increased academic pressure and concerns about future career paths.
The findings showed that parent–child attachment and the school social environment jointly had a significant influence on adolescents’ psychosocial adjustment. Together, the two factors explained approximately 42.5 percent of variations in students’ psychosocial well-being.
Among the two variables, emotional attachment to parents emerged as the strongest predictor. Teenagers who reported feeling trusted, emotionally understood, and able to communicate openly with their parents demonstrated better emotional regulation and stronger resilience against academic and social stress.
The strongest statistical relationship in the study was found between parent–child attachment and psychosocial adjustment, with a correlation score of r = 0.585. This indicates that adolescents with healthier emotional relationships at home were more likely to experience positive psychological and social functioning.
At the same time, the school social environment also played a major protective role. Schools characterized by supportive teachers, positive peer relationships, and strong feelings of safety helped students manage the pressures of fast-paced and competitive urban life.
One of the study’s most important findings was the “ecosystem synergy” effect between home and school. Adolescents who experienced both strong family attachment and positive school environments demonstrated significantly higher levels of psychosocial adjustment than those who received support from only one area.
Researchers also discovered a significant interaction effect between the two variables. When students perceived their school environment as positive, the beneficial impact of parent–child attachment became even stronger.
Conversely, conflict between home and school environments could increase psychological strain. The study pointed to situations where parents impose excessive academic expectations while schools fail to provide emotional support systems. Such conditions may contribute to burnout, anxiety, and identity crises among adolescents, particularly students in Grade 11.
According to Ismiriyam and Wulansari, these findings reinforce Urie Bronfenbrenner’s Ecological Systems Theory, which argues that adolescent development is shaped by interactions between multiple social environments, especially family and school.
The study also found that the quality of parent–child interaction matters more than the amount of time spent together. In urban areas, parents often face demanding work schedules, limiting daily interaction with their children. However, emotional openness and supportive communication remained the strongest protective factors for adolescent mental health.
Schools can also function as emotional “buffers” for teenagers experiencing difficulties at home. Inclusive school climates may help adolescents feel accepted and psychologically secure even when family attachment is less stable.
The researchers emphasized that adolescent mental health challenges continue to rise globally due to social isolation, digital pressure, excessive social media exposure, and post-pandemic emotional stress. Urban teenagers are particularly vulnerable because they navigate intense academic competition while simultaneously managing online and offline identities.
To address these challenges, the study recommends that schools move beyond purely academic goals and develop stronger psychosocial support systems for students. Suggested strategies include:
- Parent–child relationship strengthening programs
- Mental health and social well-being curricula
- Teacher training in emotional support and adolescent psychology
- More inclusive and emotionally safe school climates
- Stronger communication partnerships between schools and families
The researchers argue that adolescent mental health interventions should not focus only on students as individuals. Effective support systems must involve families, schools, and broader social environments working together consistently.
The study also opens opportunities for future research on the effects of social media, peer pressure, socioeconomic background, parenting styles, and cultural differences between urban and rural adolescents.
Researcher Profiles
is an academic from Ngudi Waluyo University whose work focuses on adolescent mental health, psychosocial development, and educational environments.
is also affiliated with Ngudi Waluyo University and specializes in psychosocial adjustment, family relationships, and school social environments.
Research Source
Ismiriyam, F. V., & Wulansari. (2026). The Interaction Between Parent–Child Attachment and the School Social Environment in Predicting Adolescents’ Psychosocial Adjustment. International Journal of Education and Psychological Science, Vol. 4 No. 3, pp. 279–290.
DOI: https://doi.org/10.59890/ijeps.v4i3.415
Official URL: https://dmimultitechpublisher.my.id/index.php/ijeps/article/view/415
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