Relationships between students’ mental health and their perspectives of life at school

Abstract

Relationships between Australian students' mental health and their perspectives of life at school. Abstract PurposeThis paper explores relationships between students' self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia Design/methodology/approachThe Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1715 early adolescents in school years 7, 8 and 9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students' SDQ subscale scores (emotional symptoms, hyperactivity, conduct problems, pro-social skills) and the LLSQ subscale scores (motivation, learning strategies, coping with schoolwork, bullying, numbers of friends, safety at school, and teacher intervention in bullying events). FindingsThe correspondence analysis produced a two-dimensional visual display (a perceptual map)showing that students' abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (Factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students' reports about their school experiences.AUTHOR COPY of paper Published in Helen Askell-Williams , Michael J. Lawson , (2015) "Relationships between students' mental health and their perspectives of life at school", Health Education Research limitations/implicationsCaution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implicationsThe two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students' perspectives for system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implicationsThis paper can inform school-level policies and practices, such as those relating to professional development to support teachers' and students' capabilities (for example, to manage and prevent bullying) and thus influence the nature of the school experiences that shape students'perceptions. This paper adds students' perspectives to the emerging field concerned with designing programs for mental health promotion in schools. Originality/value

How Does Social Behavior Relate to Both Grades and Achievement Scores?

“…Similarly, peer problems also correlate to lower achievement (Wentzel and Caldwell, 1997 ), and Malecki and Elliot ( 2002 ) found that poor social skills indicated worse performance on achievement tests. More recently, Askell-Williams and Lawson ( 2015 ) showed that children with peer problems were more likely to have lower academic motivation as well as other school-related difficulties.…”

Perspectives of students with mental health problems on improving the school environment and practice

“…In summary, various individual and organisational factors that influence pupils' mental health and/or their likelihood to seek help to address associated problems have been identified and analysed. However, important aspects have been largely neglected, including students' perspectives of recurrent pain in relation to school (Askell-Williams & Lawson, 2015) and their implications for school culture and pedagogic practices.…”

Protective Factors for Mental Health Concerns in Urban Middle School Students

“…Researchers have noted that SS are critical interpersonal factors that influence adolescent mental health outcomes; these skills include personal resources that individual students bring with them in all social interactions (Askell-Williams & Lawson, 2015; Ross, Shochet, & Bellair, 2010). SS enable students to have positive experiences interacting with adults and peers in school settings.…”

“…School counselors need to consider the school contexts for understanding students’ social interactions and their individual traits (Semrud-Clikeman, 2007) because middle school students are in the process of refining their SS during this critical developmental transition period. School counselors are tasked with supporting all students in achieving equal accesses to quality learning experiences, including the opportunity to enhance and manage their social and emotional capabilities (Askell-Williams & Lawson, 2015). Therefore, examining the influences of students’ level of SS and their perceived SC together in relation to their mental health outcomes is necessary.…”