Longitudinal Impact of Childhood Adversity on Early Adolescent Mental Health During the COVID-19 Pandemic in the ABCD Study® Cohort: Does Race or Ethnicity Moderate Findings?

2021 
Abstract Background During the COVID-19 pandemic in the United States, mental health among youth has been negatively impacted. Youth with a history of adverse childhood experiences (ACEs), as well as youth from minoritized racial-ethnic backgrounds, may be especially vulnerable to experiencing COVID-19-related distress. The current aims are to examine whether exposure to pre-pandemic ACEs predicts mental health during the COVID-19 pandemic in youth and whether racial-ethnic background moderated these effects. Methods From May to August 2020, 7,983 youth (Mage= 12.5, range= 10.6-14.6 years old) in the Adolescent Brain Cognitive Development StudySM (ABCD Study®) completed at least one of three online surveys measuring the impact of the pandemic on their mental health. Data was evaluated in relation to youth’s pre-pandemic mental health and ACEs. Results Pre-pandemic ACE history significantly predicted poorer mental health (across all outcomes) and greater COVID-19-related stress and impact of fears on well-being. Youth reported improved mental health during the pandemic (from May to August 2020). While reporting similar levels of mental health, youth from minoritized racial-ethnic backgrounds had elevated COVID-19-related worry, stress, and impact on well-being. Race and ethnicity generally did not moderate ACE effects. Older youth, girls, and those with greater pre-pandemic internalizing symptoms also reported greater mental health symptoms. Conclusions Youth who experienced greater childhood adversity reported greater negative affect and COVID-19-related distress during the pandemic. Although they reported generally better mood, Black, Asian American, and multiracial youth reported greater COVID-19-related worry and experienced COVID-19 related discrimination compared to non-Hispanic White youth, highlighting potential health disparities.
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