Adolescence and the social determinants of health

Viner, Russell; Ozer, Elizabeth M.; Denny, Simon; Marmot, Michael; Resnick, Michael D.; Fatusi, Adesegun O.; Currie, Candace

doi:10.1016/s0140-6736(12)60149-4

Cited by 1,733 publications

(1,596 citation statements)

References 87 publications

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“…A high degree of parental support was defined as the students always or often talking about most things with both their mother and their father [2]. Medium parental support was defined as talking always or often either with their father or their mother [1], while other answers (sometimes; seldom; never; or do not have father/mother) were defined as low parental support, with the latter used as referent.…”

Section: Methodsmentioning

confidence: 99%

“…Adolescents’ access to education is one of the strongest determinants of health all over the world, together with access to secure and supportive families, peers and schools [1]. Most of the research examining determinants of health still focuses on what causes illness and diseases and little is directed towards what leads to positive health [2].…”

Section: Introductionmentioning

confidence: 99%

“…Adolescence is a crucial time in young people’s lives and conditions for different generations are changing [6]. Given the view that health is determined by structural and environmental factors [1], a knowledge of structural health-protecting and health-promoting determinants is required [7]. The focus on health promotion, on resources, and on strengthening health is in line with the salutogenic theory, although Antonovsky [8] focused more on what leads to health, rather than on defining the concept of health.…”

Section: Introductionmentioning

confidence: 99%

“…The relationship between low support from parents, peers and teachers on the one hand and psychosomatic health complaints on the other has been commonly reported [1]. It has also been reported that low support during adolescence also increases the level of functional somatic symptoms during the life course [20].…”

Section: Introductionmentioning

confidence: 99%

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Participation and support – associations with Swedish pupils’ positive health

Warne

Snyder

Gådin

2017

International Journal of Circumpolar Health

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From the perspective of salutogenesis, schools have opportunities to create supportive environments for health and well-being, but there is a need for more knowledge about positive health determinants in the school setting. The aim of this study was to analyse adolescents’ self-reported positive health and its association with supportive factors in the school environment. Data was derived from a cross-sectional study in which pupils were aged 12–16 (n=1527). A positive health scale was used to examine the association of positive health with the following determinants: classroom participation; teacher support; peer support; parental support; and personal relative affluence. Data was analysed with multiple logistic regression. The results showed that positive health was associated with classroom participation and support from teachers and parents more commonly among boys than girls. All determinants were significantly associated with pupils’ positive health. The conclusion is that students’ positive health is strongly associated with support from the school. Classroom participation and support are major concerns for the health of pupils, and it is essential to develop these aspects of the school environment.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Participation and support – associations with Swedish pupils’ positive health

Warne

Snyder

Gådin

2017

International Journal of Circumpolar Health

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“…Interventions such as INCLUSIVE (Bonell et al, 2014b), a school environment intervention to tackle bullying, attempt to work with the pre-existing functioning of school systems and better orient these school environments towards supporting health. However, a tendency for pedagogic and management practices supportive of student well-being not to become fully integrated into school systems has been linked to pressures from regulatory bodies to attain high levels of academic achievement, coupled with a perception that health and well-being is a competing, rather than synergistic, priority for schools (Elgar et al, 2015; Hanson & Chen, 2007; Viner et al, 2012). Teachers tend to have high workloads leading to the prioritisation of work perceived as directly related to core school business and deprioritisation of work seen as more peripheral to this (Bonell et al, 2014a; Keshavarz, Nutbeam, Rowling, & Khavarpour, 2010).…”

Section: Introductionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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A growing evidence base indicates that health and educational attainment are synergistic goals. Students’ relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce ‘school staff’ to ‘teachers’. Previous research has highlighted incongruence between the power imbalance within a teacher–student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

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Longitudinal Assessments of Neurocognitive Performance and Brain Structure Associated With Initiation of Tobacco Use in Children, 2016 to 2021

et al. 2022

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Key Points Question How is initiation of tobacco use, including electronic cigarettes, cigarettes, and other tobacco products, at an early age associated with children’s neurocognitive functions? Findings In this national cohort study of 17 073 children with neuroimaging outcomes, a significant association was found of early-age initiation of tobacco use with lower crystalized cognition composite score and impaired brain development in total cortical area and volume. Region of interest analysis also revealed smaller cortical area and volume across frontal, parietal, and temporal lobes. Meaning These findings suggest that initiation of tobacco use is associated with inferior neurocognitive functions; evidence-based intervention strategies and tobacco control policies should prevent tobacco initiation at a young age.

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Adolescence and the social determinants of health

Cited by 1,733 publications

References 87 publications

Participation and support – associations with Swedish pupils’ positive health

Participation and support – associations with Swedish pupils’ positive health

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Longitudinal Assessments of Neurocognitive Performance and Brain Structure Associated With Initiation of Tobacco Use in Children, 2016 to 2021

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