The Longitudinal Relationship Between Self-Reported Executive Function and Mental Health in Early Adolescence
Teens who say they can plan and stay calm today are less likely to feel anxious, depressed, or suicidal next year.
01Research in Context
What this study did
Hinze and colleagues tracked UK teens for one year.
They asked the kids to rate their own executive function skills.
Then they checked mental-health scores at the start and one year later.
What they found
Stronger self-reported skills like emotional control and planning predicted better mental health a year later.
The link faded over time, except for suicidal thoughts.
Kids who said "I can calm myself" stayed less suicidal the whole year.
How this fits with other research
Myers et al. (2018) saw the same pattern in autistic and typical kids, but parents did the rating.
Ivy et al. (2017) added that in autistic teens the path runs through social problems.
Omer et al. (2021) showed the link also holds for kids with motor-coordination disorder.
Together the four papers say: weak EF raises later anxiety and depression across diagnoses, no matter who fills the form.
Why it matters
You can ask teens directly; you do not need a parent form.
Add two quick questions to your intake: "I think before I act" and "I can calm down when upset."
Low scores flag future risk and give you a ready-made skill to teach.
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02At a glance
03Original abstract
Psychological theories emphasize the role of executive function in the mental health of adolescents. Yet, the longitudinal relationship remains poorly understood. This cohort study explored the longitudinal relationship between self-reported executive function and adolescents’ mental health and potential gender differences. Data were collected at 3 time points from 8,072 adolescents (11-15 years old) in 84 secondary schools in the United Kingdom, as part of the MYRIAD (MY Resilience In ADolescence) trial (ISRCTN86619085). The longitudinal relationship between adolescents’ self-reported executive function (Behavior Rating Inventory of Executive Function, Second Edition [BRIEF-2]) and 4 mental health outcomes—well-being (Warwick-Edinburgh Mental Wellbeing Scale [WEMWBS]), social-emotional-behavioral difficulties (Strength and Difficulties Questionnaire [SDQ]), risk for depression (Center for Epidemiologic Studies Depression Scale [CES-D]), and suicidality (item-based)—was explored using 3 mixed-effects regression models. Model 1 included a composite measure of executive function; model 2 included behavioral, cognitive, and emotional self-regulation; and model 3 included 7 executive function skills. Better executive function (ie, lower BRIEF-2 scores) was associated with better mental health over 1 year (regression coefficient [95% CI]: well-being −0.23 [−0.24, −0.22], social-emotional-behavioral difficulties 0.24 [0.23, 0.24], risk for depression 0.33 [0.32, 0.34], and suicidality 0.02 [0.01, 0.02]). This association weakened over time for all outcomes except suicidality (model 1). Associations were strongest for emotional self-regulation (model 2) and specifically emotional control and planning (model 3). The relative role of other executive function skills (eg, working memory and self-monitoring) differed by outcome and gender. Better executive function was associated with better mental health over time. Potential intervention targets include emotional self-regulation, particularly emotional control and planning.
JAACAP Open, 2026 · doi:10.1016/j.jaacop.2025.07.003