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Background <p>Forced displacement may accelerate adolescent roles through parentification under adultist expectations (Jurkovic, <CitationRef CitationID="CR20">1997</CitationRef>; Titzmann, <CitationRef CitationID="CR31">2012</CitationRef>), yet longitudinal links with peer networks and belonging in shared refugee–host classrooms remain underexamined.</p> Objective <p>To test whether early role acceleration is associated with peer network position and whether classroom social ties prospectively relate to school belonging and internalizing symptoms among refugee and host adolescents.</p> Methods <p>Adolescents completed three waves of measures of instrumental and emotional parentification, perceived adultism, school belonging, and internalizing symptoms; roster-based peer nominations mapped within-class networks. Multilevel and longitudinal models accounted for classroom clustering; RSiena models estimated within-class selection and influence processes. Focus groups at T3 contextualized quantitative patterns.</p> Results <p>Refugee-background adolescents reported higher role acceleration and lower belonging. Higher T1 emotional parentification predicted lower T2 network centrality (indegree; β = −0.14, <i>p</i> = .017) and worsening internalizing trajectories, especially when perceived adultism was higher. Network position and cross-group ties prospectively predicted later belonging, and belonging predicted lower subsequent internalizing symptoms. Multi-group analyses suggested that structural paths did not differ by refugee status (Δχ²(4) = 5.82, <i>p</i> = .213).</p> Conclusions <p>Emotional parentification under adultist conditions and peripheral peer network position each carry prospective mental health costs in shared refugee–host classrooms. School belonging may represent a school-level indicator through which peer ecologies translate into differential internalizing outcomes over time. Reducing role-acceleration burdens and strengthening relational inclusion may be complementary targets for supporting adolescent mental health in displacement contexts.</p>

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Early Role Acceleration in Refugee and Host Adolescents: Parentification, Adultism, and Classroom Peer Networks

  • 期刊论文

  • 发表日期：

    2026年7月14日

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  • İsmail Akaltun

摘要

Background

Forced displacement may accelerate adolescent roles through parentification under adultist expectations (Jurkovic, 1997; Titzmann, 2012), yet longitudinal links with peer networks and belonging in shared refugee–host classrooms remain underexamined.

Objective

To test whether early role acceleration is associated with peer network position and whether classroom social ties prospectively relate to school belonging and internalizing symptoms among refugee and host adolescents.

Methods

Adolescents completed three waves of measures of instrumental and emotional parentification, perceived adultism, school belonging, and internalizing symptoms; roster-based peer nominations mapped within-class networks. Multilevel and longitudinal models accounted for classroom clustering; RSiena models estimated within-class selection and influence processes. Focus groups at T3 contextualized quantitative patterns.

Results

Refugee-background adolescents reported higher role acceleration and lower belonging. Higher T1 emotional parentification predicted lower T2 network centrality (indegree; β = −0.14, p = .017) and worsening internalizing trajectories, especially when perceived adultism was higher. Network position and cross-group ties prospectively predicted later belonging, and belonging predicted lower subsequent internalizing symptoms. Multi-group analyses suggested that structural paths did not differ by refugee status (Δχ²(4) = 5.82, p = .213).

Conclusions

Emotional parentification under adultist conditions and peripheral peer network position each carry prospective mental health costs in shared refugee–host classrooms. School belonging may represent a school-level indicator through which peer ecologies translate into differential internalizing outcomes over time. Reducing role-acceleration burdens and strengthening relational inclusion may be complementary targets for supporting adolescent mental health in displacement contexts.