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The COVID‐19 pandemic has had a strong impact on adolescents worldwide. This special issue aimed to increase our understanding of the factors that explain interindividual differences in how adolescents are affected by the pandemic. The special issue includes 21 empirical articles from four continents on the role of the pandemic in changes in emotional, social, and academic adjustment during adolescence. The studies demonstrate that many adolescents experienced increased depressive symptoms, negative affect, and loneliness, and lower academic adjustment during the pandemic, particularly those that were already at risk before the pandemic. At the same time, many adolescents had individual, family, and community resources that made them resilient and helped them to continue to function well despite the adverse circumstances.

This paper provides an introduction to the Special Issue, A Decade Review of Adolescence Research. In this paper, we describe the goals of the special issue and the process of planning and reviewing reviews. We describe other special issues of JRA in the past decade, and preview upcoming changes and special issues in the journal.

This study examined the protective nature of youth reports of family interactions in relation to perceived exposure to violence and anger regulation in 84 children and early adolescents (mean age of 10.5; 7– 15 years old) primarily from ethnic minority groups and living in high‐risk communities in a large southwestern city. Path analysis and bootstrapping methodology indicated that overall family system variables were primarily associated with anger regulation and exposure to violence through parenting behaviors. Specifically, perceptions of family cohesion and adaptability were indirectly associated with anger regulation through a positive association with parental support. Family cohesion and adaptability were indirectly associated with anger regulation and exposure to violence through parental supervision in different ways. Family cohesion was positively associated with parental supervision, whereas family adaptability was negatively associated with parental supervision. Implications are discussed for intervention and prevention programs aimed at youth residing in areas with economic disadvantage.

In this article, we highlight the important ideas that have emerged from research on parenting and adolescent development over the past decade. Beginning with research on authoritative parenting, we examine key elements of this parenting style and its influence across diverse contexts and populations. We turn our attention to four topics that have generated much research in the past decade: (1) how parenting contributes to adolescent peer and romantic relationships; (2) the impact of parenting on adolescent brain development; (3) gene‐environment interactions in parenting research; and (4) parents' involvement in adolescents' social media use. We discuss contemporary challenges and ways parents can promote healthy development. We consider the integration of research, practice, and policy that best supports parents and adolescents.

This special section focuses on research that utilizes neuroimaging methods to examine the impact of social relationships and socioemotional development on adolescent brain function. Studies include novel neuroimaging methods that further our understanding of adolescent brain development. This special section has a particular focus on how study findings add to our understanding of risk and resilience. In this introduction to the special section, we discuss the role of neuroimaging in developmental science and provide a brief review of neuroimaging methods. We present key themes that are covered in the special section articles including: (1) emerging methods in developmental neuroscience, (2) emotion–cognition interaction, and (3) the role of social relationships in brain function. We conclude our introduction with future directions for integrating developmental neuroscience into the study of adolescence, and highlight key points from the special section's commentaries which include information on the landmark Adolescent Brain Cognitive Development (ABCD) study.

In reflecting on the collection of work in the recent Journal of Research on Adolescence special series and what it means for research to dismantle systems of racism and oppression, we call for adolescent development researchers to embrace anti‐racist research. We describe a set of strategies for conceptualizing, conducting, and disseminating research with adolescents using an anti‐racist lens. These strategies flow from tenets of anti‐racist research that include recognizing racism as systemic and being critically self‐reflective on power and privilege, committed to doing no harm to adolescents, action‐oriented, and community‐centered. Despite obstacles to anti‐racist research in academic and public ecosystems, anti‐racist research is essential if we are interested in equity in adolescent' development and the well‐being of all adolescents.

The current study examined pathways to adolescent anger and sadness regulation in low‐income families. The sample included 206 families with adolescents age 10–18 years. Using a multimethod, multi‐informant approach, we assessed neighborhood violence, mutual emotional support, parental emotion coaching, and anger and sadness regulation. The findings indicated that high levels of mutual emotional support and emotion coaching and low levels of neighborhood violence were correlated with adolescent emotion regulation. In addition, the analyses demonstrated multiple pathways to emotion regulation. Specifically, neighborhood violence was directly and indirectly related to anger and sadness regulation. Moreover, mutual emotional support was indirectly related to emotion regulation via emotion coaching. Overall, there was little evidence of adolescent sex and age differences in the model. Implications regarding the socialization of adolescent emotion regulation are discussed.

AbstractThis article reviews current literature examining associations between components of the family context and children and adolescents' emotion regulation (ER). The review is organized around a tripartite model of familial influence. Firstly, it is posited that children learn about ER through observational learning, modeling and social referencing. Secondly, parenting practices specifically related to emotion and emotion management affect ER. Thirdly, ER is affected by the emotional climate of the family via parenting style, the attachment relationship, family expressiveness and the marital relationship. The review ends with discussions regarding the ways in which child characteristics such as negative emotionality and gender affect ER, how socialization practices change as children develop into adolescents, and how parent characteristics such as mental health affect the socialization of ER.

The available literature on parent education is growing rapidly. With numerous sources indicating that quality parenting is one of the best predictors of one's developmental trajectory across the lifespan, it has become increasingly necessary to identify the most effective programs and tools for supporting parenting skills and promoting positive child development. In this article, we describe key aspects of the best evidence‐based practices in the current parent education literature, including program implementation, program content, common themes, and an overview of some of the most promising parent education programs available for early childhood, middle childhood, and adolescence. Conclusions and suggestions for future work and applications are also discussed.