Primary schools and the amplification of social differences in child mental health: a population-based cohort study
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Primary schools and the amplification of social differences in child mental health : a population-based cohort study. / Marryat, Louise; Thompson, Lucy; Minnis, Helen; Wilson, Philip.
I: Journal of Epidemiology and Community Health, Bind 72, Nr. 1, 2018, s. 27-33.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Primary schools and the amplification of social differences in child mental health
T2 - a population-based cohort study
AU - Marryat, Louise
AU - Thompson, Lucy
AU - Minnis, Helen
AU - Wilson, Philip
N1 - © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
PY - 2018
Y1 - 2018
N2 - BACKGROUND: This paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.METHODS: The study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman's Strengths and Difficulties Questionnaire (4-16 version) at age 7 years, which measures social, emotional and behavioural difficulties.RESULTS: Children living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children's demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.CONCLUSIONS: Additional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.
AB - BACKGROUND: This paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.METHODS: The study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman's Strengths and Difficulties Questionnaire (4-16 version) at age 7 years, which measures social, emotional and behavioural difficulties.RESULTS: Children living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children's demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.CONCLUSIONS: Additional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.
KW - Child
KW - Child, Preschool
KW - Cohort Studies
KW - Emotions
KW - Female
KW - Humans
KW - Male
KW - Mental Health
KW - Population Surveillance
KW - Residence Characteristics
KW - Schools
KW - Scotland/epidemiology
KW - Social Behavior
KW - Socioeconomic Factors
U2 - 10.1136/jech-2017-208995
DO - 10.1136/jech-2017-208995
M3 - Journal article
C2 - 29056594
VL - 72
SP - 27
EP - 33
JO - Journal of Epidemiology & Community Health
JF - Journal of Epidemiology & Community Health
SN - 0143-005X
IS - 1
ER -
ID: 217944759