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We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low‐socioeconomic students of color attending urban middle schools (n = 2,629; 10–16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined over time. We also identified several predictors of intercept and slope. For example, Black youth had a higher average purpose intercept, as well as a steeper average decline than other racial/ethnic groups. Females demonstrated a higher average purpose intercept than males, but this effect disappeared when academic achievement was added to the model.

We estimated the prevalence of high school homelessness and examined associations among homelessness, demographic factors, victimization experiences, and poor functioning using variable- and person-centered approaches. Anonymous self-report survey data from the 2019 Youth Risk Behavior Surveillance System represented approximately 6.5 million high school students in 29 regions of the United States. An estimated 9.32% of students experienced homelessness. Path analysis found homelessness was related to poor functioning, accounting for victimization and demographic factors. Latent class analysis found the highest risk profiles had high levels of homelessness, victimization, and poor functioning and an overrepresentation of multiracial, Native, and Hispanic/Latino students, and students with LGBT identities. Interventions to prevent, identify, and respond to youth homelessness should address sources of marginalization and adversity.

Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables ( R2= .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations ( b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.