Hinze, Verena;
Montero-Marin, Jesus;
Blakemore, Sarah-Jayne;
Byford, Sarah;
Dalgleish, Tim;
Degli Esposti, Michelle;
Greenberg, Mark T;
... Kuyken, Willem; + view all
(2023)
Student- and School-Level Factors Associated With Mental Health and Well-Being in Early Adolescence.
Journal of the American Academy of Child & Adolescent Psychiatry
10.1016/j.jaac.2023.10.004.
(In press).
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Abstract
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-emotional-behavioral 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 difficulties (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.
| Type: | Article |
|---|---|
| Title: | Student- and School-Level Factors Associated With Mental Health and Well-Being in Early Adolescence |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.jaac.2023.10.004 |
| Publisher version: | https://doi.org/10.1016/j.jaac.2023.10.004 |
| Language: | English |
| Additional information: | Copyright © 2023 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. This is an open access article distributed under the terms of the Creative Commons CC-BY license, https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Adolescence; mental health; multilevel; school; well-being |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > UCL GOS Institute of Child Health UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > UCL GOS Institute of Child Health > Population, Policy and Practice Dept |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10182396 |
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