Changes in children’s wellbeing and mental health across the early school years: links with academic and social competence

The aim of the current study was to examine the relation between wellbeing and mental health in the early years of primary school and the developmental impact of wellbeing and mental health on children’s early social and academic skills. 252 children (131 girls, M Age = 5.40 years, 80% White) and their caregivers (89.8% mothers) from the United Kingdom participated in a 1-year longitudinal study. Children completed measures of wellbeing, cognitive and academic skills. Caregivers provided ratings of children’s wellbeing and mental health. Teachers and caregivers rated children’s social competence. Measurement models showed that wellbeing and mental health were distinct constructs at both time points. There were moderate levels of rank-order stability in wellbeing but declines in average levels of wellbeing with a corresponding increase in mental health difficulties. Wellbeing and mental health exhibited differential associations with social competence and academic performance. Initial levels of mental health predicted later academic and social competence, while gains in wellbeing predicted academic skills and social competence