Children and adolescents growing up in socioeconomically disadvantaged contexts face multiple, interrelated, and overlapping risks. Among these risks are reduced well-being, poorer academic performance, and increased exposure to discrimination and social exclusion. From early childhood, children—regardless of their socioeconomic background—tend to engage in peer comparisons based on material possessions. Experiences of deprivation are context-dependent and shaped by prevailing social norms, while social comparisons and experiences of exclusion may occur across different socioeconomic strata. These dynamics can significantly shape interpersonal relationships and carry important implications for children's well-being. The aim of this study is to examine how relative deprivation and class-based discrimination increase the vulnerability of children and adolescents to lower well-being and more limited future aspirations.
The study was conducted with a representative sample of 2,580 Portuguese children and adolescents (49% female), aged between 10 and 15 years (M = 12.6), from 40 public schools, 6 private schools, and 10 Educational Territories of Priority Intervention schools. A correlational design was employed, and a serial mediation model was tested to examine the indirect effects of relative deprivation on well-being and future aspirations through class-based discrimination. Results indicate that relative deprivation and class-based discrimination were both associated with lower well-being and reduced future aspirations. Discrimination accounted for the effects of relative deprivation on both well-being and aspirations. Stronger feelings of relative deprivation predicted higher perceptions of discrimination, which in turn reduced well-being and aspirations, showing a significant total indirect effect. The discussion highlights on how relative deprivation and class-based discrimination contribute to a cycle of disadvantage, emphasizing their implications for youth development, well-being, and the need for inclusive school strategies.