Although family and school experiences play an important role in adolescents’ adjustment during the transition to high school, most prior studies investigated the effects of these experiences in isolation; their joint implications for both adolescents’ concurrent and long-term adjustment outcomes are less clear, and the potential role of individual characteristics within such associations remains understudied. Based on 525 10th graders (M_age = 15.48, SD_age = 0.71, 43.6% boys) who participated in a longitudinal study, the present research aimed to identify distinct family and school experience profiles among first-year high school students and examine their associations with adolescents’ internalizing problems and externalizing problems, both concurrently and 18 months later. Latent profile analysis revealed four distinctive profiles: thriving, low resources—moderate family risk, developmental stress—high parental conflicts, and developmental stress—high peer victimization profiles. The other three profiles (vs. the thriving profile) reported significantly higher levels of concurrent internalizing problems; while these differences diminished after 18 months. However, the enduring impacts of these profiles on internalizing problems persisted among adolescents with higher levels of environmental sensitivity. Additionally, adolescents characterized by two developmental stress profiles (vs. the thriving profile) exhibited significantly higher levels of externalizing problems both currently and longitudinally. Findings underscore the importance of identifying at-risk populations among adolescents during the transition to high school by including both family and school experiences when examining environmental influence on their adjustment, as well as the necessity to take individual environmental sensitivity into account when examining these associations.

尽管家庭和学校经历在青少年向高中过渡期间的适应中发挥着重要作用，但大多数先前的研究都单独调查了这些经历的影响；它们对青少年同时和长期调整结果的共同影响尚不清楚，并且个人特征在这种关联中的潜在作用仍未得到充分研究。本研究以参与纵向研究的525 名十年级学生（M_年龄 = 15.48，SD_年龄 = 0.71，43.6% 男孩）为基础，旨在确定高中一年级学生不同的家庭和学校经历概况，并检查他们之间的关联青少年同时和 18 个月后出现内化问题和外化问题。潜在概况分析揭示了四种独特的概况：蓬勃发展、资源匮乏——中等家庭风险、发展压力——高度父母冲突和发展压力——高同伴受害概况。其他三个配置文件（相对于蓬勃发展的配置文件）报告了明显更高水平的并发内化问题；而这些差异在 18 个月后就消失了。然而，这些特征对内化问题的持久影响在环境敏感性较高的青少年中持续存在。此外，具有两种发展压力特征（相对于蓬勃发展特征）的青少年在当前和纵向上表现出明显更高水平的外化问题。研究结果强调了在青少年过渡到高中期间识别高危人群的重要性，在检查环境对其适应的影响时纳入家庭和学校经历，以及在检查这些关联时考虑个人环境敏感性的必要性。