Mental health and educational achievement in UK adolescents

英国青少年的心理健康和教育成就

• 批准号: ES/P00881X/1
• 负责人: Rebecca Pearson
• 金额: $ 16.78万
• 依托单位: University of Bristol
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FP00881X%2F1
• 关键词: Mental; health; educational; achievement; UK

Educational achievement at the end of compulsory education has strong links with important aspects of adult life such as employment, health, and social functioning worldwide. In the UK, a recent review from the Department of Education concluded that without achieving a 'pass' (A*-C grade, or 9-5 grade nowadays) in maths and English exams, adolescents will not be considered for higher education and face poor employment prospects. This has important implications, as in 2013 over one-quarter of UK adolescents left school without these grades. Therefore, it is important to conduct research intended to understand and to minimise educational failure in secondary school.The mechanisms that affect educational achievement remain unclear to a large extent nowadays, although the role of mental health is increasingly acknowledged. This project will implement novel analysis approaches using one of the excellent data resources available in the UK, in order to elucidate the relationship between depressed mood and school grades at secondary school, which has thus far not been examined in this manner within educational research. Moreover, we will look at the impact of depressed mood and educational failure during secondary school on full-time education and employment status in late adolescence and early adulthood. In this project, we will address a wide range of relevant research questions about the relationship between depression and school grades in adolescence and educational/employment statuses in early adulthood. Results from previous studies suggest a nonlinear relationship between depression and grades in adolescence, which means that academic performance might not decrease proportionally as depressive symptoms increase. Moreover, we aim to identify which characteristics of the child, family, school and area can be used to identify children at high risk of suffering educational/employment impacts from depressed mood. In other words, we are looking for risk and protective factors that should be considered when mental health screenings are conducted in secondary schools in the UK. Furthermore, we will explore the hypothesis that both depressed mood and educational failure have an impact on each other. Another goal of this project is to determine the critical periods, both in terms of short- and long-term effects, in our relationships of interest, and the individuals at high risk. For instance, we will use data from the same children at different periods to find out the stage or age at which occurrence of depression is most likely to be associated with negative consequences such as educational failure at the end of secondary school. This will shed some light on when screenings should be scheduled in schools and who are the most vulnerable children who should be prioritised for intervention.To fulfil the goals of this project, we will need to use large, high-quality databases. Fortunately, the UK has world-leading data resources that will allow us to address our research questions appropriately. We plan to use data from the Avon Longitudinal Study of Parents And Children (ALSPAC). The ALSPAC study has chartered the health of 14,500 families in the Bristol area since the early 90s. This is a unique case amongst large sample UK longitudinal studies, as it provides child data year on year. The richness of this data resource will make it possible to examine the relationship between depression and educational achievement at different stages, and to look at previous records for individuals who experience negative outcomes in early adulthood, such as educational failure and unemployment. Most of the team members have previous experience analysing ALSPAC data, which will facilitate the process of data access and data manipulation.

义务教育结束时的教育成就与成人生活的重要方面有着密切的联系，如就业、健康和全世界的社会功能。在英国，教育部最近的一项审查得出结论，如果数学和英语考试没有“及格”（A*-C级，或现在的9-5级），青少年将不会被考虑接受高等教育，并面临糟糕的就业前景。这具有重要意义，因为在2013年，超过四分之一的英国青少年离开学校时没有这些成绩。因此，重要的是要进行旨在了解和尽量减少教育失败在中学的研究。影响教育成就的机制在很大程度上仍然不清楚，今天，虽然心理健康的作用越来越多地承认。该项目将使用英国现有的优秀数据资源之一，实施新的分析方法，以阐明抑郁情绪和中学成绩之间的关系，这是迄今为止尚未在教育研究中以这种方式进行研究的。此外，我们还将研究中学期间抑郁情绪和教育失败对青少年后期和成年早期全日制教育和就业状况的影响。在这个项目中，我们将解决有关抑郁症和青少年的学校成绩和成年早期的教育/就业状况之间的关系的广泛的相关研究问题。以前的研究结果表明，青春期抑郁和成绩之间存在非线性关系，这意味着学习成绩可能不会随着抑郁症状的增加而成比例下降。此外，我们的目标是确定儿童，家庭，学校和地区的哪些特征可以用来识别儿童在遭受抑郁情绪的教育/就业影响的高风险。换句话说，我们正在寻找在英国中学进行心理健康筛查时应该考虑的风险和保护因素。此外，我们将探讨抑郁情绪和教育失败相互影响的假设。这个项目的另一个目标是确定关键时期，无论是在短期和长期的影响，在我们的利益关系，并在高风险的个人。例如，我们将使用同一儿童在不同时期的数据，以找出抑郁症的发生最有可能与中学毕业时的教育失败等负面后果相关的阶段或年龄。这将有助于了解学校何时应该安排筛查，以及谁是最脆弱的儿童，谁应该优先进行干预。为了实现该项目的目标，我们需要使用大型高质量的数据库。幸运的是，英国拥有世界领先的数据资源，这将使我们能够适当地解决我们的研究问题。我们计划使用雅芳父母和孩子纵向研究（ALSPAC）的数据。自90年代初以来，ALSPAC的研究已经为布里斯托地区的14,500个家庭的健康状况提供了特许。这是英国大样本纵向研究中的一个独特案例，因为它每年都提供儿童数据。这一数据资源的丰富性将使研究不同阶段的抑郁症与教育成就之间的关系成为可能，并可以查看成年早期经历负面结果的个人的先前记录，例如教育失败和失业。该小组的大多数成员以前都有分析ALSPAC数据的经验，这将有助于数据访问和数据操作过程。

项目成果

The role of school enjoyment and connectedness in the association between depressive and externalising symptoms and academic attainment: Findings from a UK prospective cohort study.

• DOI: 10.1016/j.jad.2021.08.043
• 发表时间: 2021-12-01
• 期刊: Journal of affective disorders
• 影响因子: 6.6
• 作者: Cadman T;Hughes A;Wright C;López-López JA;Morris T;Rice F;Smith GD;Howe LD
• 通讯作者: Howe LD

How depression relates to academic achievement in adolescence and early adulthood: identifying high risk points

抑郁症如何与青春期和成年早期的学业成绩相关：识别高风险点

• 发表时间: 2019
• 作者: Dr José A López-López,

Depressive symptoms and academic achievement in UK adolescents: a cross-lagged analysis with genetic covariates.

• DOI: 10.1016/j.jad.2021.01.091
• 发表时间: 2021-04-01
• 期刊: Journal of affective disorders
• 影响因子: 6.6
• 作者: López-López JA;Kwong ASF;Washbrook L;Tilling K;Fazel MS;Pearson RM
• 通讯作者: Pearson RM