Well-Being After Graduation from At-Risk Educational Frameworks: The Mediating Role of Basic Psychological Needs in Emerging Adulthood

Emerging adulthood may be particularly challenging for young people who have graduated from educational frameworks for adolescents at risk, many of whom have faced complex social, emotional, or familial hardships, alongside academic challenges such as school dropout, yet the mechanisms linking such adversity to well-being remain insufficiently understood. Drawing on Self-Determination Theory, this study examined whether satisfaction of three basic psychological needs (autonomy, competence, and relatedness) mediates the association between negative life events and mental well-being among emerging adults from at-risk educational backgrounds. Participants were 256 Israeli emerging adults (aged 18–25; 48.8% female) who had completed their secondary education in frameworks for youth at risk. Mental well-being was assessed across emotional, social, and psychological dimensions, alongside measures of negative life events and need satisfaction. Parallel mediation analyses indicated that exposure to a greater number of negative life events was associated with lower psychological need satisfaction. Direct effects of negative life events on well-being became nonsignificant once need satisfaction was included, whereas total indirect effects remained significant across outcomes. Competence emerged as the most consistent mediator, while autonomy was specific to emotional well-being and relatedness to social and psychological well-being. These findings identify need satisfaction as a key mechanism linking adversity to well-being and highlight the importance of maintaining supportive relational and developmental structures for young adults transitioning out of at-risk educational frameworks.