Educational achievement and poor mental health in Sweden: the role of family socioeconomic resources

Brännlund, Annica; Edlund, Jonas

doi:10.1080/20004508.2019.1687079

Cited by 10 publications

(4 citation statements)

References 83 publications

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“…Consistent with previous research, the results of the study indicated that higher educational attainment of mothers appeared to be a heightened vulnerability that increased the risk for higher levels of psychological distress (Brännlund and Edlund, 2020), whereas fathers’ employment was associated with lower levels of psychological distress (Warfa et al, 2012).…”

Section: Discussionsupporting

confidence: 88%

Psychological distress and neuroticism among Syrian refugee parents in post-resettlement contexts

Khamis

2021

J Health Psychol

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This study examined the contributions of parents’ characteristics, normative stressors, coping strategies, and social support to psychological distress and neuroticism among 1000 Syrian refugees. The conditions of being older, mothers, partnered parents, and resettlement in Lebanon increased the risk of mental health problems. Mental health problems decreased with fathers’ employment, large families, and time spent in the host country. Types of daily stressors had differential effects on psychological distress and neuroticism. While emotion-focused coping increased psychological distress and neuroticism, the use of problem-focused coping, and informational support reduced neuroticism. The clinical and policy implications of these conclusions were discussed.

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Section: Discussionsupporting

confidence: 88%

Psychological distress and neuroticism among Syrian refugee parents in post-resettlement contexts

Khamis

2021

J Health Psychol

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“…In addition, the study subjects’ parents’ educational status was unfortunately not known in the present study. In some studies, parental socioeconomic status has been thought to have a greater impact than psychiatric disorders on offspring’s attained education [ 16 , 57 ], while in some studies, the impact has not been so clear [ 20 , 23 , 58 ]. However, as the social reasons diagnosis group (Z-code) contains diagnoses of socioeconomic factors influencing health, and in this study, those with social reasons diagnoses (Z-code) as primary diagnoses at index admission were at higher risk for no further education than those with mood disorder diagnoses, it is possible that socioeconomic factors also affect other diagnostic groups.…”

Section: Discussionmentioning

confidence: 99%

Educational attainment of adolescents treated in psychiatric inpatient care: a register study over 3 decades

Holttinen

Lindberg

Rissanen

et al. 2022

Eur Child Adolesc Psychiatry

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Mental disorders may for various reasons impair educational attainment, and with far-reaching consequences given the impact of education on subsequent employment, social life, life choices and even health and mortality. This register-based study addresses trends in educational attainment among Finnish adolescents aged 13–17 with mental disorders severe enough to necessitate inpatient treatment between 1980 and 2010. Our subjects (N = 14,435), followed up until the end of 2014, were at greater risk of discontinuing education beyond compulsory comprehensive school or of lower educational attainment than their age-peers in general population. Only 50.0% had completed any post-comprehensive education compared to 84.9% in same-aged general population. Those at highest risk were males and those with organic, intellectual disabilities and developmental, externalizing disorders or schizophrenia group diagnoses. Despite improvements in adolescent psychiatric care, school welfare services and pedagogical support, risks have remained high. Greater effort in psychiatric treatment, school welfare and pedagogy are needed to combat this severe inequality.

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“…However, it is not clear whether mental health status is consistently related to academic achievement across socioeconomic groups. This knowledge gap is especially pronounced in the Swedish context despite the contribution of Brännlund and Edlund (2020), who concluded that family socioeconomic background moderate the relationship between poor mental health in childhood/adolescence and later graduation failure and grade points in upper secondary school students, especially among girls [ 46 ].…”

Section: Introductionmentioning

confidence: 99%

Is there a social gradient in how youth with mental disorder perform academically? Findings from a Swedish longitudinal register-based study

2021

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Background It is well established that academic achievement and other school-related outcomes are associated with mental health status in children and youths. However, few studies have examined the influence of socioeconomic background on the relationship between poor childhood/adolescent mental health and school performance. From an equity perspective, it is important to explore how school-related outcomes are affected for young people with mental disorder and if these outcomes differ depending on gender and socioeconomic background. This study aimed to investigate social gradients in the prospective association between childhood/adolescent mental disorder and academic achievement. Methods This register based study used data from the Umeå SIMSAM Lab of linked Swedish registers on all children born between 1990 and 1994 and their parents (N = 642 558). The outcome was school grades achieved upon compulsory school graduation (age 15/16). Mental disorder was indicated by number of hospitalisations due to ICD classified mental disorders and prescription of psychoanaleptic drugs. Indicators of socioeconomic position were parental level of education and family income in four categories respectively. Parental history of mental disorder was controlled for. Linear regressions, including interaction analyses, were performed. Results Mental disorder in childhood/adolescence was related to lower grades, particularly in boys. The drop in academic achievement among youth with mental disorder was more pronounced among girls in mid SEP categories than among their less and more advantaged peers. A less clear interaction pattern was identified in boys. Conclusions Based on theory and existing research we expected a typical social gradient in the strength of the association between mental disorder and academic achievement. However, we identified a U-shaped social gradient among girls. Analyses of the links between mental health and academic outcomes need to take both gender and social position into account. More research is needed to investigate these patterns further.

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Educational achievement and poor mental health in Sweden: the role of family socioeconomic resources

Cited by 10 publications

References 83 publications

Psychological distress and neuroticism among Syrian refugee parents in post-resettlement contexts

Psychological distress and neuroticism among Syrian refugee parents in post-resettlement contexts

Educational attainment of adolescents treated in psychiatric inpatient care: a register study over 3 decades

Is there a social gradient in how youth with mental disorder perform academically? Findings from a Swedish longitudinal register-based study

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