Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Louise Marryat; Lucy Thompson; Helen Minnis; Philip Wilson

doi:10.1136/jech-2017-208995

Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Louise Marryat, Lucy Thompson, Helen Minnis, Philip Wilson

Section of General Practice

6 Citations (Scopus)

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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.

Original language	English
Journal	Journal of Epidemiology and Community Health
Volume	72
Issue number	1
Pages (from-to)	27-33
Number of pages	7
ISSN	0143-005X
DOIs	https://doi.org/10.1136/jech-2017-208995
Publication status	Published - Jan 2018

Keywords

Child
Child, Preschool
Cohort Studies
Emotions
Female
Humans
Male
Mental Health
Population Surveillance
Residence Characteristics
Schools
Scotland/epidemiology
Social Behavior
Socioeconomic Factors

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1136/jech-2017-208995Licence: CC BY

Primary schools and the amplification of social differences in child mental healthFinal published version, 499 KBLicence: CC BY

Cite this

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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",

month = jan,

doi = "10.1136/jech-2017-208995",

language = "English",

volume = "72",

pages = "27--33",

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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

PY - 2018/1

Y1 - 2018/1

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

SN - 0143-005X

VL - 72

SP - 27

EP - 33

JO - Journal of Epidemiology & Community Health

JF - Journal of Epidemiology & Community Health

IS - 1

ER -

Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Abstract

Keywords

UN SDGs

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