Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background?

Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%; migration background 19%), this study asks if family socioeconomic status moderates associations between youth's peer relationships and their subsequent educational outcomes. Based on preregistered analyses, associations that peer acceptance and rejection at age 14-15 years share with school grades at similar to 16 years and completion of upper secondary school at similar to 20 years were tested. The findings showed that positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.

Automated summary

Research shows that peer relationships are associated with students' school adjustment, but the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.