Mental health difficulties, attainment and attendance: a cross-sectional study
Mental health difficulties, attainment and attendance: a cross-sectional study
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DOI：
10.1007/s00787-018-01273-6
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发表时间：
2019-08-01
影响因子：
6.4
通讯作者：
Deighton, Jessica
中科院分区：
文献类型：
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作者：
Lereya, Suzet Tanya;Patel, Meera;Deighton, Jessica
心理健康困难和学业成绩之间的关联的证据是稀疏的，并显示混合的结果。本研究的目的是调查教育程度，缺勤和心理健康问题之间的关联，同时控制各种儿童的特点，如特殊教育需要和社会经济背景。来自英格兰的15，301名7年级学生（平均年龄11.91; SD=0.28）完成了优势和困难问卷。成绩、持续旷课和儿童特征来自国家学生数据库。多元回归分析显示，心理健康问题与学业成绩呈负相关，与持续旷课呈正相关。当所有的心理健康问题同时建模，行为困难，多动症/注意力困难和困难与同龄人的成绩呈负相关。情绪困难和多动/注意力困难与持续缺勤呈正相关。目前的研究结果突出了心理健康支持和政策制定之间的整合在学校心理健康的困难和福祉的重要性。
Evidence for the association between mental health difficulties and academic outcomes is sparse and shows mixed results. The aim of this study was to investigate the association between educational attainment, absenteeism and mental health difficulties while controlling for various child characteristics such as special educational needs and socioeconomic background. 15,301 Year 7 pupils (mean age 11.91; SD=0.28) from England completed the Strengths and Difficulties Questionnaire. Attainment, persistent absenteeism and child characteristics were derived from the National Pupil Database. Multilevel regression analysis showed that mental health difficulties were negatively associated with attainment and positively associated with persistent absenteeism. When all mental health difficulties were modelled simultaneously, behavioural difficulties, hyperactivity/attention difficulties and difficulties with peers were negatively associated with attainment. Emotional difficulties and hyperactivity/attention difficulties were positively associated with persistent absenteeism. The results of the current study highlight the importance of integration between mental health support and policy creation in relation to mental health difficulties and wellbeing in schools.