Thriving in School‐Age Youth: A Latent Profile Analysis of Social‐Emotional Adjustment, Prosocial Behavior, and Academic Competence

ABSTRACT The Positive Youth Development (PYD) framework highlights that all youth have the potential to thrive, though the expression and development of their strengths can differ significantly. Recognizing these individual differences is critical for designing effective interventions that help youth apply their strengths to meet developmental demands. This study investigated the variability in three PYD‐related strengths: social‐emotional adjustment, prosocial behavior, and academic competence. The sample consisted of 1719 school‐age youth from Grades 1 to 12 (ages 6–17), drawn from Wave 1 of the second National Survey of Child and Adolescent Well‐Being (NSCAW‐II). Latent Profile Analysis was conducted using seven key indicators. Four distinct profiles were identified: Social‐Emotional‐Behavioral Vulnerable (20%), Academically Struggling (16%), Academically Competent with Emotional‐Behavioral Challenged (36%), and Well‐Functioning (28%). These profiles reflect diverse patterns of strengths and challenges across PYD domains, highlighting the need for tailored support strategies—particularly those aimed at strengthening social and emotional competencies.