The ecological systems theory, developed by psychologist Urie Bronfenbrenner, provides a framework for understanding how a person’s development is shaped by the environments they inhabit. This model describes human development as a complex system of relationships affected by multiple layers of the surrounding environment. Bronfenbrenner’s theory posits that individuals actively contribute to these bidirectional interactions. The environment is conceptualized as a series of nested structures, each influencing the individual and their growth. Within this framework, the mesosystem represents a specific and influential layer.
Defining the Mesosystem
The mesosystem is formally defined as the interrelations and connections between two or more of an individual’s microsystems, where the developing person actively participates. This system does not refer to the individual settings themselves, but rather the quality and nature of the links that bind them together. Microsystems are the immediate environments, such as family, school, or peer group, where the individual has direct, face-to-face interactions. The mesosystem acts as a network or “bridge” that connects these immediate settings, ensuring they do not function as isolated entities.
The core idea is that the influence of one microsystem on a person’s development depends significantly on its relationship with the others. For instance, a child’s experience at school is shaped not just by the classroom environment, but also by how their family life interacts with the school setting. A supportive mesosystem, where environments reinforce each other, can greatly benefit an individual’s psychological growth.
The mesosystem is a direct environmental influence because the person is actively engaged in the interacting settings. The nature of the mesosystem—whether the connections are supportive, conflicting, or non-existent—profoundly affects the individual’s experiences and development. Bronfenbrenner proposed that a greater number of links between the various microsystems leads to better developmental outcomes.
Mesosystem Interactions
The mesosystem becomes visible through concrete interactions that illustrate the linking of separate settings in an individual’s life. One common example is the connection between a child’s family life and their school environment. When parents attend parent-teacher conferences, volunteer in the classroom, or maintain open communication with educators, they are creating a functional mesosystem. This interaction ensures that the expectations and values of the home are aligned with those of the school, which often leads to improved academic performance and adjustment for the child.
Another illustration involves the relationship between a teenager’s peer group and their religious community. If a teenager’s friends are also involved in the activities of their place of worship, the mesosystem is harmonious and supportive. However, if the two settings have opposing expectations—for example, if the peer group encourages behavior that the religious community discourages—the mesosystem introduces inconsistency that can cause stress for the individual.
The mesosystem also manifests in the interaction between a child’s family and their social services or healthcare providers. When a family coordinates closely with a therapist or a pediatrician, sharing information and aligning strategies, they are strengthening the mesosystem. This coordinated approach ensures that the support provided in the professional setting is reinforced and maintained within the home environment. The effectiveness of a support system is often determined not by the strength of the individual components, but by the coherence of their interactions.
Distinguishing the Mesosystem
Understanding the mesosystem requires a clear distinction from the other layers of the ecological systems theory, particularly the microsystem and the exosystem. The microsystem refers to the setting itself, such as the home, the school, or the workplace, where the individual has direct, face-to-face participation. In contrast, the mesosystem is the relationship or communication link that exists between these settings. For example, the school is a microsystem, the family is a microsystem, and the parent-teacher association meetings represent the mesosystem.
The mesosystem also differs from the exosystem, which involves environmental settings that affect the individual indirectly. An exosystem setting is one where the individual is not an active participant but is still impacted by decisions made there. A parent’s workplace, which determines their work schedule or income, is an exosystem because the child is not directly involved, but the policies significantly influence the home environment. The mesosystem, by contrast, is characterized by the individual’s direct participation in both of the interacting microsystems.