Previous research is inconclusive as to whether having an immigration background acts as a risk factor for poor mental health in adolescents, and furthermore, what contribution the social context in which adolescents grow up may make. To address these questions, the current study uses an integrative resilience framework to investigate the association between immigration background and adolescent mental health, and the moderating role of social capital at the individual, the school, and the national level. The study uses data gathered from nationally representative samples of adolescents aged 11, 13, and 15 years (N_girls = 63,425 (52.1%); M_age = 13.57, SD = 1.64) from 29 countries participating in the 2017/18 Health Behaviour in School-aged Children (HBSC) study. Data analysis reveals that first- and second-generation immigrants reported higher levels of life dissatisfaction and psychosomatic symptoms than their native peers, and that this association varied across schools and countries. In addition, social capital was found to moderate the association between immigration background and adolescent mental health. Individual-level social support from peers and family and national-level trust protected against poor mental health in adolescents with an immigration background, while the opposite was true for individual-level teacher support. Supportive teacher-student relationships were found to provide more protection against poor mental health for native adolescents than for immigrant adolescents. Our findings indicate the importance of taking an ecological approach to design interventions to reduce the negative effects of having an immigration background on adolescent mental health.

关于是否具有移民背景会导致青少年心理健康不良的风险因素，以及青少年成长的社会环境有何贡献，先前的研究尚无定论。为了解决这些问题，当前的研究使用综合的适应力框架来研究移民背景与青少年心理健康之间的联系，以及社会资本在个人，学校和国家层面的调节作用。该研究使用从11岁，13岁和15岁的全国代表性样本中收集的数据（N个_女孩 = 63,425（52.1％）；M_年龄 参与2017/18学龄儿童健康行为（HBSC）研究的29个国家/地区= 13.57，SD = 1.64）。数据分析表明，第一代和第二代移民报告的生活不满和心身症状比其本地同龄人更高，而且这种联系在学校和国家之间有所不同。此外，社会资本被发现可以缓和移民背景与青少年心理健康之间的联系。来自同龄人，家庭和国家级信任的个人级别的社会支持可以防止移民背景下的青少年心理健康状况较差，而个人级别的老师支持则相反。研究发现，与本地青少年相比，教师与学生之间的相互支持关系可以提供更多的保护，使其免受不良心理健康的影响。我们的发现表明采取生态学方法来设计干预措施以减少具有移民背景对青少年心理健康的负面影响的重要性。