Background/Objectives: Type 2 diabetes mellitus (T2DM) is a major public health challenge, and several lifestyle-related factors associated with later T2DM may already emerge during the secondary school years. Socioeconomic status (SES), nutrition-related behaviors, physical activity, and basic diabetes-related knowledge may shape these early risk-related patterns. This study examined the relationships between SES, adapted FINDRISC-based T2DM-related risk patterns, and diabetes-related knowledge among Hungarian secondary school students aged 16–20 years. Methods: A nationwide, cross-sectional questionnaire survey was conducted among students attending Hungarian Baptist secondary schools (N = 1585). SES was classified by Two-Step cluster analysis based on parental education, parental occupation, number of books in the household, and frequency of travel abroad. Relative T2DM-related risk patterns were described using an age-adapted FINDRISC-based screening approach, and basic diabetes-related knowledge was assessed using a 12-item questionnaire. Associations were examined using cross-tabulation and regression analyses in SPSS version 27.0. Results: Most respondents fell into the lower categories of the adapted FINDRISC-based screening framework, whereas 7.4% were classified into the moderate or high adapted FINDRISC-based screening categories. SES was significantly associated with adapted FINDRISC-based screening categories (p < 0.001). Compared with the medium-SES group, students in the low-SES group had higher odds of belonging to a higher adapted FINDRISC-based screening category (OR = 1.81; 95% CI: 1.27–2.57; p = 0.001). SES was also significantly associated with basic diabetes-related knowledge profiles (p = 0.015); students with high SES were less likely to be in the low-knowledge group than in the high-knowledge group (OR = 0.62; p = 0.039). Conclusions: Social inequalities in T2DM-related risk patterns and diabetes-related knowledge are already visible among secondary school students aged 16–20 years. The adapted FINDRISC-based approach may be useful as a school-based, non-invasive descriptive screening framework for characterizing relative T2DM-related risk patterns, but it is not a validated risk prediction instrument for this age group.

Background: Type 2 diabetes mellitus (T2DM) is one of the most common non-communicable chronic diseases worldwide, with risk factors that can appear as early as adolescence. Socioeconomic status (SES), health behaviors, and health literacy determine health outcomes in the long term. Early identification of lifestyle, dietary habits, and diabetes risk in young people is crucial for prevention. The aim of this study was to explore the relationships between SES, T2DM risk, and diabetes-related knowledge among Hungarian high school students aged 16–20 years using the FINDRISC (Finnish Diabetes Risk Score) questionnaire adapted for adolescence. Method: A nationwide, cross-sectional questionnaire survey was conducted in Hungarian secondary schools (N=1,585). The SES status of respondents was determined using cluster analysis, and diabetes risk was assessed using a modified, age-adjusted FINDRISC score. Correlations were assessed through cross-tabulation and logistic regression analyses using SPSS version 27.0. Results: The prevalence of moderate to high diabetes risk was 7.3%. Students with low SES were significantly more likely to be classified into higher-risk categories (OR = 2.80; 95% CI: 1.35-5.81). A significant relationship was found between SES and FINDRISC-based risk categories (p<0.001). High-SES students had significantly higher levels of diabetes knowledge (OR = 2.44; p = 0.007). The proportion of correct responses to questions about insulin function and the effects of diet and exercise on blood glucose levels was significantly higher in the group with more favorable social status (p < 0.001). Conclusions: Social differences already influence diabetes risk and health knowledge in adolescence. The adapted FINDRISC is suitable for identifying risk groups. Schools can play a key role in prevention and promoting equal opportunities.