Student- and School-Level Factors Associated With Mental Health and Well-Being in Early Adolescence
Por:
Hinze V, Montero J, Blakemore SJ, Byford S, Dalgleish T, Degli Esposti M, Greenberg MT, Jones BG, Slaghekke Y, Ukoumunne OC, Viner RM, Williams JMG, Ford TJ and Kuyken W
Publicada:
1 feb 2024
Ahead of Print:
1 ene 2024
Resumen:
Objective: Adolescence is a key developmental window that may determine long-term mental health. As schools may influence mental health of students, this study aimed to examine the association of school-level characteristics with students' mental health over time. Method: Longitudinal data from a cluster randomized controlled trial comprising 8,376 students (55% female; aged 11-14 years at baseline) across 84 schools in the United Kingdom were analyzed. Data collection started in the academic years 2016/2017 (cohort 1) and 2017/2018 (cohort 2), with follow-up at 1, 1.5, and 2 years. Students' mental health (risk for depression [Center for Epidemiologic Studies Depression Scale], social-emotionalbehavioral difficulties [Strength and Difficulties Questionnaire]) and well-being (Warwick-Edinburgh Mental Well-Being Scale) and relationships with student- and school-level characteristics were explored using multilevel regression models. Results: Mental health difficulties and poorer well-being increased over time, particularly in girls. Differences among schools represented a small but statistically significant proportion of variation (95% CI) in students' mental health at each time point: depression, 1.7% (0.9%-2.5%) to 2.5% (1.6%3.4%); social-emotional-behavioral difficulties, 1.9% (1.1%-2.7%) to 2.8% (2.1%-3.5%); and well-being, 1.8% (0.9%-2.7%) to 2.2% (1.4%-3.0%). Better student-rated school climate analyzed as a time-varying factor at the student and school level was associated with lower risk of depression (regression coefficient [95%CI] student level: -4.25 [-4.48, -4.01]; school level: -4.28 [-5.81, -2.75]), fewer social-emotional-behavioral diffi- culties (student level: -2.46 [-2.57, -2.35]; school level: -2.36 [-3.08, -1.63]), and higher well-being (student level: 3.88 [3.70, 4.05]; school-level: 4.28 [3.17, 5.38]), which was a stable relationship. Conclusion: Student-rated school climate predicted mental health in early adolescence. Policy and system interventions that focus on school climate may promote students' mental health.
Filiaciones:
Hinze V:
University of Oxford, Oxford, United Kingdom
Montero J:
University of Oxford, Oxford, United Kingdom
Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain, and CIBER of Epidemiology and Public Health (CIBERESP), Madrid, Spain
Blakemore SJ:
University of Cambridge, Cambridge, United Kingdom
University College London, London, United Kingdom
Byford S:
King's College London, London, United Kingdom
Dalgleish T:
University of Cambridge, Cambridge, United Kingdom
Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, United Kingdom
Degli Esposti M:
University of Oxford, Oxford, United Kingdom
Federal University of Pelotas, Pelotas, Brazil
Greenberg MT:
Pennsylvania State University, Pennsylvania
Jones BG:
University of Exeter, Exeter, United Kingdom
Slaghekke Y:
University of Oxford, Oxford, United Kingdom
Ukoumunne OC:
University of Exeter, Exeter, United Kingdom
Viner RM:
University College London, London, United Kingdom
Williams JMG:
University of Oxford, Oxford, United Kingdom
Ford TJ:
University of Cambridge, Cambridge, United Kingdom
Kuyken W:
University of Oxford, Oxford, United Kingdom
Green Published, hybrid
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