Non-completion of upper secondary school among female and male young adults in an Arctic sociocultural context; the NAAHS study

Abstract

BackgroundEducation is closely associated with health. Non-completion of upper secondary school influences academic achievement, employment, income and personal well-being.The purpose of the study is to explore predictors of non-completion of upper secondary school among female and male young adults in relation to mental health and educational factors in a socio-cultural, Arctic context.MethodsThe Norwegian Arctic Adolescent Health Study (NAAHS) is a cross-sectional, school-based survey that was conducted in 2003–2005. Eighty-three percent of the population of 5,877 10th graders participated; 49.1%females, 450 reported indigenous Sami ethnicity, and 304 reported Laestadian affiliation. Data from NAAHS were merged with registry data from the National Education Database (NUDB) Norway for 3,987 adolescents who gave their consent for follow-up studies.ResultsNon-completion of upper secondary school was 36.9 % among females and 36.6 % among males. Among females, predictors for non-completion were related to mental health symptoms, and among males, to residency in the northernmost and remote areas and self-reported functional difficulties at school, home and in leisure activities due to mental health problems.There was marginal significance between ethnicity and non-completion of upper secondary school, measured at 41.3 % for Sami and 36.8 % for non-Sami, respectively.ConclusionsThe gender differences found in this study emphasize the need for gender-specific interventions in preventing non-completion of upper secondary school. There is a need to recognize and treat extensive pro-social behaviour and social problems in young females. Young males from remote areas and those who in early adolescence struggle with functional impairment due to mental health problems need early interventions in lower secondary school. Enhancing parents’ and teachers’ ability to detect symptoms and problems as well as low-threshold health services starting in primary school can be effective means. Education, mental health and social inclusion are prominent factors for future employment, income and independent living for young people. Future research should focus more on gender-specific patterns of risk and protective factors for completion of upper secondary school.

How to use visual methods to promote health among adolescents: A qualitative study of school nursing

“…Wang and Burris () presented photovoice as a method to allow marginalised groups to be “voiced and heard.” We know that education has a strong impact on personal well‐being, living conditions and health (Bania et al, ; Freudenberg & Ruglis, ). There is an ongoing debate in Norway on how to prevent dropout to enable young people to use their resources, finish high school, study and find a job to make a contribution to society.…”

“…When discussing images and stories in the group, PHNs developed their knowledge of photovoice with their peers. In this workshop, the PHNs were asked to engage young adults to share images visualising “drop out from high school” and “why young adults want to stay in school.” The PHNs chose this task because dropout from high school is a problematic public health issue in Norway (Bania, Lydersen, & Kvernmo, ; De Ridder et al, ). Several PHNs participating in the study had experience of dropout in their school nursing practice.…”

“…Wang and Burris (1994) presented photovoice as a method to allow marginalised groups to be "voiced and heard." We know that education has a strong impact on personal well-being, living conditions and health (Bania et al, 2016;Freudenberg & Ruglis, 2007).…”

A scoping review

“…Gender differences in suicide rates and risk factors have been identified by multiple studies Bania, Lydersen, & Kvernmo, 2016;Bjerregaard & Larsen, 2015;Fraser, Geoffroy, Chachamovich, & Kirmayer, 2015;S. H. Karsberg, Lasgaard, & Elklit, 2012;Omma, Jacobsson, & Petersen, 2012;Omma et al, 2013).…”

Not engaged in education, employment or training (NEET) in an Arctic sociocultural context: the NAAHS cohort study

“…Minority youth, Sami young people included, are shown to be at higher risk of experiencing work marginalisation and possible social exclusion due to non-completion of upper secondary school, lower tertiary education and thereby unemployment and poor health 27 29–32. Young adults in rural and remote Northern Norway have dropped out of upper secondary school and have higher unemployment rates than their fellow peers in the rest of Norway 27 31 33. Young people’s engagement for own education and work are influenced by parental education level and socioeconomic status (SES), such as income and job positions 34 35…”