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.

In: Journal of epidemiology and community health, Vol. 72, No. 1, 2018, p. 27-33.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Marryat, L, Thompson, L, Minnis, H & Wilson, P 2018, 'Primary schools and the amplification of social differences in child mental health: a population-based cohort study', Journal of epidemiology and community health, vol. 72, no. 1, pp. 27-33. https://doi.org/10.1136/jech-2017-208995

APA

Marryat, L., Thompson, L., Minnis, H., & Wilson, P. (2018). Primary schools and the amplification of social differences in child mental health: a population-based cohort study. Journal of epidemiology and community health, 72(1), 27-33. https://doi.org/10.1136/jech-2017-208995

Vancouver

Marryat L, Thompson L, Minnis H, Wilson P. Primary schools and the amplification of social differences in child mental health: a population-based cohort study. Journal of epidemiology and community health. 2018;72(1):27-33. https://doi.org/10.1136/jech-2017-208995

Author

Marryat, Louise ; Thompson, Lucy ; Minnis, Helen ; Wilson, Philip. / Primary schools and the amplification of social differences in child mental health : a population-based cohort study. In: Journal of epidemiology and community health. 2018 ; Vol. 72, No. 1. pp. 27-33.

Bibtex

@article{ea6e2b1f3d5e43aaadefe13cb1b4df35,
title = "Primary schools and the amplification of social differences in child mental health: a population-based cohort study",
abstract = "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.",
keywords = "Child, Child, Preschool, Cohort Studies, Emotions, Female, Humans, Male, Mental Health, Population Surveillance, Residence Characteristics, Schools, Scotland/epidemiology, Social Behavior, Socioeconomic Factors",
author = "Louise Marryat and Lucy Thompson and Helen Minnis and Philip Wilson",
note = "{\textcopyright} 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.",
year = "2018",
doi = "10.1136/jech-2017-208995",
language = "English",
volume = "72",
pages = "27--33",
journal = "Journal of Epidemiology & Community Health",
issn = "0143-005X",
publisher = "B M J Group",
number = "1",

}

RIS

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