Long-Term Effects of Discrimination on Adolescent Health Behaviors and Well-Being in Four European Countries

Auckland, NZ
,
2025

Emmer, Christine, Anna Neumer, Jutta Mata

Purpose: Adolescence is a pivotal foundation for lifelong health and a phase vulnerable to the adverse effects of discrimination. We assessed the impact of perceived discrimination on adolescent well-being over 2 years and the mediating effects of protective (physical activity, nutrition, sleep) and risky (substance use) health behaviors. Methods: Adolescents (N = 9,957; Mage = 14.90 years) from the CILS4EU multinational panel (a longitudinal survey in Germany, England, the Netherlands, and Sweden) were examined across three waves. Direct and indirect relationships were analyzed using path models, adjusting for health behaviors, well-being, and control variables (age, gender, socioeconomic status, migration background, and religious affiliation) assessed in Wave 1. Findings: Adolescents reported the most instances of discrimination within the school environment. Perceived discrimination at Wave 1 was significantly associated with decreased well-being at Wave 3 (β = -.04, p < .001) and decreased protective (physical activity: β = -.02, nutrition: β = -.04, sleep: β = -.04) and increased risky (substance use: β = .03) health behaviors at Wave 2. Nutrition and sleep mediated the relationship between perceived discrimination and well-being; no mediation was found for physical activity and substance use. Conclusions: Even in observational data with 1-year assessment intervals, detrimental longterm effects of perceived discrimination on adolescent well-being are apparent, mediated through changes in nutrition and sleep behaviors. These results extend previous research— predominantly focusing on substance use—showing that perceived discrimination also predicted fewer protective health behaviors. Adolescence represents a strategic window for addressing discrimination and promoting healthy behaviors and well-being to mitigate long-term health disparities.