School and health inequalities in childhood and adolescence: quantitative perspectives

虽然年轻人的健康不平等重新引起了科学上的兴趣，但人们对影响学龄儿童和青少年家庭社会经济地位与健康之间关系的潜在因素和机制知之甚少。这所学校是年轻人影响其心理、社会和健康相关发展的关键机构背景。先前关于年轻人认知结果和自我概念的研究强调了学校的组成和背景特征在各种国内和国际研究中的重要性。然而，关于这些特征是否与健康和幸福有关，人们知之甚少。同样完全不清楚的是，这些中观水平的特征如何能够提高我们对健康不平等的理解。该分项目的总体目标是调查在解释中小学生健康方面的社会经济不平等方面，学校的个人特征以及构成和背景特征所起的作用。根据研究单位的概念框架，该分项目将处理以下研究问题：1.个人层面的决定因素是否有助于解释中小学学生的健康不平等，哪些决定因素对解释健康方面的社会经济不平等的相对贡献最大？2.班级或学校的哪些构成和背景特征与中小学学生的健康和幸福有关？3.学生的社会经济地位和健康之间的联系是否受到班级或学校的组成和背景特征的中介或调节？为了回答这些研究问题，将与SP4一起进行范围界定审查和几项实证分析。审查的目的是找出班级和学校层面与学生健康和健康不平等有关的特征。这项实证分析基于德国国家教育小组研究(NINS)的数据，使用了三个队列，涵盖了从一年级到13年级的学生，他们聚集在班级和学校中。非政府组织提供了广泛的个人(学生/家长)和中观层面的数据，后者要么以背景特征(教师/校长)衡量，要么以构成特征(汇总的个人层面数据)衡量。研究问题将使用多水平模型进行分析。对这些关系的分析尤其重要，因为学校背景的构成和背景特征表明，学校在消除青少年健康和福祉方面的社会经济不平等方面的政策具有不同的含义。

While health inequalities in young people are receiving renewed scientific interest, little is known about potential factors and mechanisms that impact the relationship between family socioeconomic position and health in school-aged children and adolescents. The school represents a key institutional context for young people influencing their psychological, social and health-related development. Prior research on cognitive outcomes and self-concept in young people has highlighted the importance of compositional and contextual characteristics of the school within a variety of national and international studies. However, not much is known about whether these characteristics are associated with health and well-being. It is also completely unclear how these meso-level characteristics can improve our understanding of health inequalities. The overall aim of the subproject is to investigate the role of individual as well as compositional and contextual school characteristics in explaining socioeconomic inequalities in health in primary and secondary school children. Following the conceptual framework of the research unit, the subproject will address the following research questions:1. Do individual-level determinants contribute to the explanation of health inequalities among students in primary and secondary education, and which determinants show the strongest relative contribution to the explanation of socioeconomic inequalities in health? 2. Which compositional and contextual characteristics of classes or schools are associated with health and well-being in students in primary and secondary education?3. Is the association between socioeconomic position and health of students mediated or moderated by compositional and contextual characteristics of classes or schools above and beyond individual-level determinants? To answer these research questions, a scoping review and several empirical analyses will be conducted together with SP 4. The review aims to identify characteristics at the class and school level that have been associated with students’ health and health inequalities. The empirical analyses are based on data from the German National Educational Panel Study (NEPS) and use three of its cohorts covering students from first to 13th grade, clustered in classes and schools. NEPS provides a wide range of data at the individual (students/parents) as well as meso level, with the latter either measured as contextual characteristics (teachers/school principals) or compositional characteristics (aggregated individual-level data). The research questions will be analysed using multilevel models. The analysis of these relationships is particularly important since compositional and contextual characteristics of the school context suggest different implications for school policies in counteracting socioeconomic inequalities in young people’s health and well-being.