Childhood psychological abuse and neglect impair adolescent social-emotional competence: a network analysis with mediation – BMC Psychology

Report on Social-Emotional Competence and its Alignment with Sustainable Development Goals

Introduction: Fostering Human Potential for a Sustainable Future

The development of social-emotional competence (SEC) is fundamental to achieving the United Nations Sustainable Development Goals (SDGs). This report synthesizes key research findings to illustrate the critical role of SEC in promoting well-being (SDG 3), ensuring quality education (SDG 4), and building peaceful, just societies (SDG 16). The evidence underscores that environments supporting psychological needs are essential for fostering the skills necessary for sustainable human development.

Advancing Quality Education (SDG 4) through Social-Emotional Learning

Defining Social-Emotional Competence in an Educational Context

Social-Emotional Learning (SEL) provides a foundation for achieving SDG 4 by equipping individuals with the skills needed for lifelong learning and positive social adjustment. Key frameworks and findings include:

• Integrated Models: Social Emotional Ability Development (SEAD) is defined as a model of practical, emotion-based competencies essential for personal and professional success (Harris et al., 2022).
• Core Competencies: Research consistently identifies SEC as an essential factor for promoting positive adjustment and reducing risk in school-aged children (Domitrovich et al., 2017).
• Educational Application: Evidence-based SEL programs are recognized as crucial for creating safe and sound educational environments that contribute to the holistic development of students (CASEL, 2003; Collie, 2020).
• Global Relevance: Studies from diverse regions, including Western China, confirm the positive effect of SEC on child development, highlighting its universal importance in achieving equitable educational outcomes (Wang et al., 2019).

Childhood Maltreatment: A Direct Barrier to SDG 3 and SDG 16

The Impact of Adverse Experiences on Health and Well-being (SDG 3)

Childhood maltreatment poses a significant threat to SDG 3 (Good Health and Well-being) by inflicting lasting psychological and emotional trauma. The failure to protect children undermines their potential to lead healthy and productive lives.

1. Long-Term Health Consequences: Childhood trauma is directly linked to adverse effects on adolescent mental health (Lin, 2024) and cognitive function in young adulthood (Hawkins et al., 2021).
2. Psychological Distress: Maltreatment is associated with depressive symptoms, loneliness, and diminished life satisfaction, with mediating effects from factors like parent-child relationships and sleep problems (Song et al., 2022; Li et al., 2025).
3. Behavioral Outcomes: A clear relationship exists between adverse childhood experiences, social-emotional competencies, and the emergence of problem behaviors among children (Ray et al., 2020).

Addressing Violence Against Children (SDG 16.2)

SDG Target 16.2 explicitly calls for an end to abuse, exploitation, and all forms of violence against children. Research on child maltreatment provides a clear evidence base for policy and intervention aimed at achieving this goal.

• Intergenerational Cycles: Parental social-emotional competencies are influential in breaking intergenerational cycles of child maltreatment, making parent-focused interventions a key strategy for achieving SDG 16 (Corso et al., 2025).
• Impaired Social Functioning: Maltreatment is longitudinally associated with impaired social functioning and emotion regulation, hindering the development of peaceful and inclusive societies (Alink et al., 2012; Kim & Cicchetti, 2010).
• Prevalence and Risk Factors: Studies focusing on the prevalence of psychological abuse and neglect, such as those in Western China, are vital for informing targeted interventions to protect children (Lin et al., 2024).

The Role of Family and Environment in Fostering SEC for Sustainable Societies

Parental Socialization and Basic Psychological Needs

The family environment is the primary context for emotional socialization and the fulfillment of basic psychological needs, which are precursors to well-being and social competence. This aligns with the broader SDG agenda of strengthening social institutions, starting with the family unit.

• Ecological Systems: A child’s development is shaped by interconnected systems, with the family being the most immediate and influential microsystem (Bronfenbrenner, 1979).
• Parental Influence: Parental socialization of emotion (Eisenberg et al., 1998) and reactions to children’s negative emotions (Sun et al., 2021) are critical determinants of a child’s social competence.
• Self-Determination Theory: The satisfaction of basic psychological needs for autonomy, competence, and relatedness is fundamental to motivation, development, and wellness (Ryan & Deci, 2017). Frustration of these needs, often through harsh parenting, is linked to negative outcomes like self-injury (Gu et al., 2024).

Pathways to Intervention and Policy Recommendations

To accelerate progress on the SDGs, interventions must focus on the interconnected nature of childhood experiences and social-emotional development. Network analysis and other advanced methodologies reveal key targets for intervention.

1. Target Core Nodes: Network analyses identify central pathways between child maltreatment, psychological symptoms, and life satisfaction, suggesting that targeting core symptoms can have widespread effects (Kolar et al., 2024; Robinaugh et al., 2016).
2. Strengthen Family Support: Interventions should support parents in developing their own SEC and in creating autonomy-supportive environments that meet their children’s psychological needs (Niemiec & Ryan, 2009).
3. Integrate SEL into Policy: National-level recommendations, such as proposals in China to strengthen social and emotional learning, are essential for promoting the comprehensive development of adolescents and aligning educational policy with the goals of SDG 4 and SDG 3 (Chinese Social Sciences Net, 2024).

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

Based on the provided list of references, the article addresses issues related to the following Sustainable Development Goals (SDGs):

• SDG 3: Good Health and Well-being: The references frequently mention mental health, psychological well-being, depressive symptoms, and the impact of trauma on adolescents (e.g., references 10, 11, 33, 35). This focus on promoting mental health and addressing the psychological consequences of adverse experiences directly aligns with SDG 3.
• SDG 4: Quality Education: The article’s sources discuss social-emotional learning (SEL), social-emotional competence, and the role of the school environment in child development (e.g., references 2, 4, 21, 23, 60). These topics are central to providing a holistic and quality education that equips learners with essential life skills, which is a core component of SDG 4.
• SDG 16: Peace, Justice and Strong Institutions: A significant number of references focus on ending child maltreatment, abuse, neglect, and violence (e.g., references 9, 10, 15, 17, 24, 32, 37). This directly connects to SDG 16, which aims to protect children from all forms of violence and abuse.

2. What specific targets under those SDGs can be identified based on the article’s content?

The content implied by the references points to several specific SDG targets:

1. Under SDG 3 (Good Health and Well-being):
   • Target 3.4: “By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.” The article’s focus on the effects of childhood trauma on adolescents’ mental health (Ref 11), depressive symptoms (Ref 10), and overall life satisfaction (Ref 33, 35) is directly related to promoting mental health and well-being.
2. Under SDG 4 (Quality Education):
   • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including…promotion of a culture of peace and non-violence…” The emphasis on developing social-emotional competence and skills through education (Ref 3, 4, 21) contributes to fostering positive social interactions and reducing aggression, thereby promoting a culture of peace and non-violence. Reference 6, a proposal to strengthen social and emotional learning, reinforces this connection.
3. Under SDG 16 (Peace, Justice and Strong Institutions):
   • Target 16.2: “End abuse, exploitation, trafficking and all forms of violence against and torture of children.” This is the most directly addressed target. Numerous references investigate the prevalence, causes, and consequences of child maltreatment, psychological abuse, and neglect (Ref 8, 10, 15, 17, 19, 24, 37). The research aims to understand and ultimately prevent these forms of violence against children.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the references mention and imply several specific indicators and measurement tools that can be used to track progress:

• For Target 16.2 (End violence against children):
  • Prevalence of child maltreatment: The article cites studies that measure the prevalence of psychological abuse and neglect (Ref 37), which is a direct indicator of violence against children.
  • Child Psychological Abuse and Neglect Scale: References 9 and 38 mention the development and use of this specific scale, which provides a standardized tool to measure the incidence and severity of psychological abuse, serving as a concrete indicator.
• For Target 3.4 (Promote mental health and well-being):
  • Measures of psychological symptoms and life satisfaction: Studies cited in the references analyze pathways between child maltreatment, psychological symptoms, and life satisfaction (Ref 35), implying that the levels of these symptoms can be used as indicators of mental well-being.
  • Basic Psychological Needs Scale: The use of this scale (Ref 42, 26) to assess the satisfaction of needs for autonomy, competence, and relatedness serves as an indicator of psychological well-being.
• For Target 4.7 (Acquire knowledge and skills for peace and non-violence):
  • The Delaware Social-Emotional Competency Scale (DSECS-S): References 39 and 40 explicitly mention this scale and its Chinese version. Scores on this scale can be used as a direct indicator to measure the social-emotional skills of students, reflecting progress in acquiring the competencies needed for positive social interaction.

4. Summary Table of SDGs, Targets, and Indicators

Source: bmcpsychology.biomedcentral.com