Longitudinal association of conduct and emotional problems with school exclusion and truancy: A fixed effect analysis of the UK Millennium Cohort Study

IF 6.8 3区医学 Q1 PEDIATRICS

Child and Adolescent Mental Health Pub Date : 2023-11-09 DOI:10.1111/camh.12681

Aase Villadsen, Claire Cameron, John Evans, Jo Van Herwegen, Vivian Hill, Jane Hurry, Amelia Roberts, Dominic Wyse, Thure Johansen

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引用次数: 0

Abstract

Background

There is a need for causally stronger research on the association between child mental health and school exclusion and truancy. This study examines school exclusion and truancy in relation to both conduct and emotional problems and considers these problems both as predictors and as outcomes of school exclusion and truancy.

Method

The sample included 15,236 individuals from the Millennium Cohort Study, a UK longitudinal birth cohort study. Conduct and emotional problems were assessed from childhood to adolescence (age 7, 11, 14 and 17 years), and reports of school exclusion and truancy were collected at age 11 and 14. Fixed effect analyses were used.

Results

Increases in conduct problems and emotional symptoms were associated with subsequent exclusion (OR 1.22, [95% CI 1.08–1.37] and OR 1.16, [1.05–1.29], respectively). Emotional symptoms, but not conduct problems, predicted truancy (OR 1.17, [1.07–1.29]). These estimates were similar for males and females. Exclusion was associated with an increase in conduct problems at age 14 (0.50, [0.30–0.69]), and for males, it was associated with an increase in emotional symptoms both at age 14 (0.39, [0.12–0.65]) and 17 (0.43, [0.14–0.72]). Truancy was associated with an increase in conduct problems at age 14 (0.41, [0.28–0.55]), and for females also at age 17 (0.22, [0.03–0.42]), and it was associated with increased emotional symptoms at age 14 (0.43, [0.25–0.62]) and 17 (0.44, [0.21–0.66]), which was similar for males and females.

Conclusion

Results indicate a bidirectional association between emotional symptoms and school exclusion and truancy, as an increase in these symptoms was associated with later truancy and exclusion, and emotional symptoms increased following both school events. For conduct problems, the association was bidirectional for school exclusion, but unidirectional for truancy as these symptoms did not lead to truancy, but an increase in conduct problems was observed after both exclusion and truancy.

查看原文本刊更多论文

行为和情绪问题与学校排斥和逃学的纵向关联：英国千年队列研究的固定效应分析。

背景：有必要对儿童心理健康与学校排斥和逃学之间的关系进行更有力的研究。这项研究考察了学校排斥和逃学与行为和情绪问题的关系，并将这些问题视为学校排斥和旷课的预测因素和结果。方法：样本包括来自英国纵向出生队列研究“千年队列研究”的15236人。对儿童至青少年（7岁、11岁、14岁和17岁）的行为和情绪问题进行了评估年龄），并在11岁和14岁时收集学校排斥和逃学的报告。采用固定效应分析。结果：行为问题和情绪症状的增加与随后的排除有关（OR分别为1.22，[95%CI 1.08-1.37]和1.16，[1.05-1.29]）。情绪症状，而不是行为问题，可以预测逃学（OR 1.17，[1.07-1.29]）。这些估计在男性和女性中是相似的。排除与14岁时行为问题的增加有关（0.50，[0.30-0.69]），男性与14岁（0.39，[0.12-0.65]）和17岁（0.43，[0.14-0.72]）时情绪症状的增加有关。14岁时（0.41，[0.28-0.55]），女性17岁时（0.22，[0.03-0.42]），在14岁（0.43，[0.25-0.62]）和17岁（0.44，[0.21-0.66]）时，它与情绪症状增加有关，这在男性和女性中是相似的。结论：结果表明，情绪症状与学校排斥和逃学之间存在双向关联，因为这些症状的增加与后来的逃学和排斥有关，并且情绪症状在两次学校事件后都会增加。对于行为问题，学校排斥的关联是双向的，但逃学的关联是单向的，因为这些症状不会导致逃学，但在排斥和逃学之后，行为问题都有所增加。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child and Adolescent Mental Health PEDIATRICS-PSYCHIATRY

CiteScore

8.30

自引率

3.30%

发文量

审稿时长

>12 weeks

期刊介绍： Child and Adolescent Mental Health (CAMH) publishes high quality, peer-reviewed child and adolescent mental health services research of relevance to academics, clinicians and commissioners internationally. The journal''s principal aim is to foster evidence-based clinical practice and clinically orientated research among clinicians and health services researchers working with children and adolescents, parents and their families in relation to or with a particular interest in mental health. CAMH publishes reviews, original articles, and pilot reports of innovative approaches, interventions, clinical methods and service developments. The journal has regular sections on Measurement Issues, Innovations in Practice, Global Child Mental Health and Humanities. All published papers should be of direct relevance to mental health practitioners and clearly draw out clinical implications for the field.