Mental health problems, low birthweight and academic achievement in mathematics and reading

The objective of the study is to investigate the role of mental health in the relationship between moderately low birthweight MLBW (>= 1500 g & <=2500) and academic achievement in a large cross-country study. Data were drawn from the School Children Mental Health in Europe study (n = 4305). Achievement in mathematics and reading was categorized by teachers as being below average, average or above average. Parents reported birthweight, and both parents and teachers evaluated mental health status using the Strengths and difficulties Questionnaire. When controlling for child age, number of children in the household, maternal age, education, employment status and psychological distress and country of residence, MLBW was associated with lower odds of above average performance in mathematics and reading. Once mental health was added into the model, MLBW remained significant but mental health problems largely surpassed its influence: conduct disorders decreased the probability to perform above average in mathematics RRR = 0.37 and increased the risk of performing below average RRR = 4.45 as did ADHD and emotional disorders. A similar trend was found for reading achievement except for ADHD which decreased the probability of above average performance RRR = 0.13 and did not have a significant effect on below average performance. A path analysis highlights the prominent role of mental health. Among children attending regular education settings, MLBW is associated with academic performance but mental health has much stronger effects. Teachers and parents should be sensitized to child mental health problems and be informed of the special needs of MLBW children in order to help children overcome potential academic difficulties and to adapt their teaching taking into account mental health problems

Mental health problems, low birthweight and academic achievement in mathematics and reading

Contains fulltext : 219595.pdf (Publisher’s version ) (Closed access)The objective of the study is to investigate the role of mental health in the relationship between moderately low birthweight MLBW (>= 1500 g & <=2500) and academic achievement in a large cross-country study. Data were drawn from the School Children Mental Health in Europe study (n = 4305). Achievement in mathematics and reading was categorized by teachers as being below average, average or above average. Parents reported birthweight, and both parents and teachers evaluated mental health status using the Strengths and difficulties Questionnaire. When controlling for child age, number of children in the household, maternal age, education, employment status and psychological distress and country of residence, MLBW was associated with lower odds of above average performance in mathematics and reading. Once mental health was added into the model, MLBW remained significant but mental health problems largely surpassed its influence: conduct disorders decreased the probability to perform above average in mathematics RRR = 0.37 and increased the risk of performing below average RRR = 4.45 as did ADHD and emotional disorders. A similar trend was found for reading achievement except for ADHD which decreased the probability of above average performance RRR = 0.13 and did not have a significant effect on below average performance. A path analysis highlights the prominent role of mental health. Among children attending regular education settings, MLBW is associated with academic performance but mental health has much stronger effects. Teachers and parents should be sensitized to child mental health problems and be informed of the special needs of MLBW children in order to help children overcome potential academic difficulties and to adapt their teaching taking into account mental health problems.22 mei 202011 p

The health consequences of child mental health problems and parenting styles: Unintentional injuries among European schoolchildren

Contains fulltext : 131681.pdf (Publisher’s version ) (Closed access)Objective. Unintentional injury is the leading cause of death for schoolchildren. We assessed the association between externalizing psychopathology, parenting style, and unintentional injury in European children in the community. Methods. Data were drawn from the School Children Mental Health in Europe project and included 4517 schoolchildren across seven diverse European regions. Past-year injuries serious enough to seek medical attention were reported by mothers. Child mental health problems were assessed using validated measures and reported by the mothers, teachers, and children. Parenting styles were based on The Parenting Scale and the Parent Behaviors and Attitudes Questionnaire. Results. Children with attention-deficit/hyperactivity symptoms and oppositional defiant symptoms had a higher risk of injury compared to other children whether based on parent report (OR = 1.47,95% C.I. 12-1.9), teacher report (OR = 136,95% C.I. 1.1-1.7), or parent and teacher report combined (OR = 1.53, 95% C.I. 1.1-2.1). Children who self-reported oppositional symptoms also had higher risk of injury (OR = 1.6,95% C.I. 1.1-2.4). Low-caring behavior of parents increased the risk of injury (OR = 1.4,95% C.I. 1.1-1.9). Conclusion. Unintentional injury is a potential adverse health consequence of child externalizing problems. Interventions to improve parent-child relationships and prevention as well as focused treatment for externalizing problems may reduce the burden of injury

Bullying involvement and suicidal ideation in elementary school children across Europe

Background: Bullying involvement is associated with suicidal ideation among adolescents, yet there are no studies examining this issue among younger children. Methods: The School Children Mental Health in Europe study was conducted in seven countries in 2010 using similar methods to collect cross-sectional data from children, parents, and teachers. Suicidal ideation and thoughts of death were assessed using the Dominic Interactive among children. Parent and teacher reports were used to determine bullying involvement. The sample comprised n = 5,183 children ages 6 to 11 identified as bullies (n = 740, 14.3%), victims (n = 945, 18.2%), bully-victims (n = 984, 18.2%) and not involved in bullying (n = 2,514, 48.5%). Multivariate logistic regressions were used to assess the association of bullying involvement with suicidal ideation and thoughts of death. Results: Suicidal ideation was reported by 13.3% of those not involved in bullying, 17.1% of victims, 19.6% of bullies and 24.4% of bully-victims. Similarly, thoughts of death were reported by 19.0% of victims, 24.3% of bullies, and 25.0% of bully-victims. Children identified as being involved were more likely than those not involved to report suicidal ideation in bivariate analyses. When controlling for psychopathology and for maternal distress among other factors, the association remained significant for bullies (AOR=1.30, 95%CI=1.01–1.66), bully-victims (AOR=1.54, 95%CI=1.22–1.94), but not for victims (AOR=1.02, 95%CI=0.80–1.30). Limitations: The study is cross-sectional. The assessment of bullying may have underestimated victimization. Conclusions: The association of bullying involvement and child suicidal ideation is present among elementary school children across Europe, using multiple informants to avoid shared variance biases, and adjusting for key factors