TY - JOUR
T1 - The Role of Schools in Early Adolescents’ Mental Health
T2 - Findings From the MYRIAD Study
AU - Ford, Tamsin
AU - Degli esposti, Michelle
AU - Crane, Catherine
AU - Taylor, Laura
AU - Montero-Marín, Jesús
AU - Blakemore, Sarah-jayne
AU - Bowes, Lucy
AU - Byford, Sarah
AU - Dalgleish, Tim
AU - Greenberg, Mark T.
AU - Nuthall, Elizabeth
AU - Phillips, Alice
AU - Raja, Anam
AU - Ukoumunne, Obioha C.
AU - Viner, Russell M.
AU - Williams, J. Mark G.
AU - Allwood, Matt
AU - Aukland, Louise
AU - Casey, Tríona
AU - De wilde, Katherine
AU - Farley, Eleanor-rose
AU - Kappelmann, Nils
AU - Lord, Liz
AU - Medlicott, Emma
AU - Palmer, Lucy
AU - Petit, Ariane
AU - Pryor-Nitsch, Isobel
AU - Radley, Lucy
AU - Warriner, Lucy
AU - Sonley, Anna
AU - Kuyken, Willem
AU - Ahmed, Saz
AU - Ball, Susan
AU - Bennett, Marc
AU - Dalrymple, Nicola
AU - Dunning, Darren
AU - Fletcher, Katie
AU - Foulkes, Lucy
AU - Ganguli, Poushali
AU - Griffin, Cait
AU - Griffiths, Kirsty
AU - Komninidou, Konstantina
AU - Knight, Rachel
AU - Laws, Suzannah
AU - Leung, Jovita
AU - Parker, Jenna
AU - Pi-Sunyer, Blanca Piera
AU - Sakhardande, J. Ashok
AU - Shackleford, Jem
AU - Tudor, Kate
AU - Vainre, Maris
AU - Wainman, Brian
N1 - Disclosure: Drs. Crane, Taylor, and Montero-Marín, Mss. Nuthall, Phillips, and Raja, Mr. Allwood, Mss. Aukland, Casey, De Wilde, and Farley, Mr. Kappelmann, and Mss. Lord, Medlicott, and Pryor-Nitsch have reported affiliation with the Oxford Mindfulness Centre. Prof. Blakemore has received funding from the Jacobs Foundation, UK Research and Innovation, and University of Cambridge. Prof. Dalgleish has held grants from the UK Medical Research Council (MR/P017355/1; MC_PC_17213) and the Economic and Social Research Council (ES/R010781/1) not directly related to the current study. Dr. Ukoumunne was supported by the National Institute for Health Research Applied Research Collaboration South West Peninsula. Prof. Kuyken is Director of the Oxford Mindfulness Centre. Prof. Ford, Dr. Esposti, Profs. Bowes, Byford, Greenberg, Viner, and Williams, Dr. Palmer, and Mss. Petit, Warriner, and Sonley have reported no biomedical financial interests or potential conflicts of interest.
PY - 2021/3/4
Y1 - 2021/3/4
N2 - ObjectiveRecent studies suggest mental health in youths is deteriorating. The current policy in the United Kingdom emphasizes the role of schools for mental health promotion and prevention, but little data exist on what aspects of schools influence mental health in pupils. This study explored school-level influences on the mental health of young people in a large school-based sample from the United Kingdom.MethodBaseline data from a large cluster randomized controlled trial collected between 2016 and 2018 from mainstream secondary schools selected to be representative in relation to their quality rating, size, deprivation, mixed or single-sex pupil population, and country were analyzed. Participants were pupils in their first or second year of secondary school. The study assessed whether school-level factors were associated with pupil mental health.ResultsThe study included 26,885 pupils (response rate = 90%; age range, 11‒14 years; 55% female) attending 85 schools in the United Kingdom. Schools accounted for 2.4% (95% CI: 2.0%‒2.8%; p < .0001) of the variation in psychopathology, 1.6% (95% CI: 1.2%‒2.1%; p < .0001) of depression, and 1.4% (95% CI: 1.0%‒1.7%; p < .0001) of well-being. Schools in urban locations, with a higher percentage of free school meals and of White British, were associated with poorer pupil mental health. A more positive school climate was associated with better mental health.ConclusionSchool-level variables, primarily related to contextual factors, characteristics of pupil population, and school climate, explain a small but significant amount of variability in mental health of young people. This information might be used to identify schools that are in need of more resources to support mental health of young people.
AB - ObjectiveRecent studies suggest mental health in youths is deteriorating. The current policy in the United Kingdom emphasizes the role of schools for mental health promotion and prevention, but little data exist on what aspects of schools influence mental health in pupils. This study explored school-level influences on the mental health of young people in a large school-based sample from the United Kingdom.MethodBaseline data from a large cluster randomized controlled trial collected between 2016 and 2018 from mainstream secondary schools selected to be representative in relation to their quality rating, size, deprivation, mixed or single-sex pupil population, and country were analyzed. Participants were pupils in their first or second year of secondary school. The study assessed whether school-level factors were associated with pupil mental health.ResultsThe study included 26,885 pupils (response rate = 90%; age range, 11‒14 years; 55% female) attending 85 schools in the United Kingdom. Schools accounted for 2.4% (95% CI: 2.0%‒2.8%; p < .0001) of the variation in psychopathology, 1.6% (95% CI: 1.2%‒2.1%; p < .0001) of depression, and 1.4% (95% CI: 1.0%‒1.7%; p < .0001) of well-being. Schools in urban locations, with a higher percentage of free school meals and of White British, were associated with poorer pupil mental health. A more positive school climate was associated with better mental health.ConclusionSchool-level variables, primarily related to contextual factors, characteristics of pupil population, and school climate, explain a small but significant amount of variability in mental health of young people. This information might be used to identify schools that are in need of more resources to support mental health of young people.
U2 - 10.1016/j.jaac.2021.02.016
DO - 10.1016/j.jaac.2021.02.016
M3 - Article
SN - 0890-8567
VL - 60
SP - 1467
EP - 1478
JO - Journal of the American Academy of Child and Adolescent Psychiatry
JF - Journal of the American Academy of Child and Adolescent Psychiatry
IS - 12
ER -