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Brons ME, Helbich M, Elgar FJ, Lenzi M, Bolt G, Dierckens M, Cosma A, Visser K, Stevens GWJM. School socioeconomic status and psychological complaints among adolescents in 44 countries: The mediating role of schoolwork pressure and classmate support and the moderating role of family SES and country-level income inequality. Soc Sci Med 2024; 354:117062. [PMID: 38968900 DOI: 10.1016/j.socscimed.2024.117062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Revised: 06/14/2024] [Accepted: 06/18/2024] [Indexed: 07/07/2024]
Abstract
Previous research has reported both positive and negative associations between school socioeconomic status (SES) and internalizing problems among adolescents. Little is known about cross-national differences in this association, as well as potential mediators and moderators. Therefore, this study investigated this association using representative cross-national samples of adolescents whilst exploring the mediating role of schoolwork pressure and classmate support, and the moderating role of family SES and country-level income inequality. Using data from adolescents aged 11-15 from 44 countries, participating in the 2017/2018 Health Behaviour in School-aged Children (HBSC) study (N = 202,202), we employed multilevel regression models with cross-level interactions. School SES was operationalized as the average family affluence of adolescents within a school and psychological complaints (e.g., feeling low/depressed) were used as an indication of internalizing problems. On average across countries, adolescents in higher SES schools reported more psychological complaints, with a large effect size. However, differences in this association were observed across countries, with a positive association in 19 out of 44 countries, a negative association in one country, and nonsignificant associations in the remaining countries. Schoolwork pressure partially mediated the average association between school SES and psychological complaints, as school SES was positively associated with schoolwork pressure which was associated with more psychological complaints. Our results did not support the mediating role of classmate support. Also, we found a moderating effect of family SES, indicating a stronger positive association between school SES and psychological complaints for those with a below average family SES compared to those with an average and above average family SES. No moderating effect was observed for country-level income inequality. These findings suggest that adolescents with low family SES attending higher SES schools are especially at risk for psychological complaints, and may therefore require tailored support. A promising strategy to reduce psychological complaints entails addressing schoolwork pressure.
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Affiliation(s)
- Mathilde E Brons
- Department of Interdisciplinary Social Science, Utrecht University, Utrecht, the Netherlands.
| | - Marco Helbich
- Department of Human Geography and Spatial Planning, Utrecht University, Utrecht, the Netherlands
| | - Frank J Elgar
- School of Population and Global Health, McGill University, Montreal, Canada
| | - Michela Lenzi
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Gideon Bolt
- Department of Human Geography and Spatial Planning, Utrecht University, Utrecht, the Netherlands
| | - Maxim Dierckens
- Department of Public Health and Primary Care, Ghent University, Ghent, Belgium
| | - Alina Cosma
- Department of Psychology, Trinity College Dublin, Dublin, Ireland
| | - Kirsten Visser
- Department of Human Geography and Spatial Planning, Utrecht University, Utrecht, the Netherlands
| | - Gonneke W J M Stevens
- Department of Interdisciplinary Social Science, Utrecht University, Utrecht, the Netherlands
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Hargrove TW. Mental Health across the Early Life Course at the Intersection of Race, Skin Tone, and School Racial Context. SOCIAL FORCES; A SCIENTIFIC MEDIUM OF SOCIAL STUDY AND INTERPRETATION 2024; 102:1398-1423. [PMID: 38774030 PMCID: PMC11104712 DOI: 10.1093/sf/soad126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2024]
Abstract
Prior research documents higher levels of depressive symptoms among Black Americans relative to Whites. Yet, we know less about the role of other dimensions of stratification (e.g., skin tone) in shaping mental health inequality between Black and White adults, and whether mental health trajectories by race and skin tone among Black adults are contingent upon social contexts in childhood and adolescence. To address these gaps, this study asks: 1) to what extent do self-identified race and interviewer-rated skin tone among Black respondents shape inequalities in depressive symptoms between Black and White Americans across ages 12-42? 2) Are trajectories of depressive symptoms by race and skin tone among Black respondents contingent on school racial contexts (e.g., school racial composition)? Using five waves of data from the National Longitudinal Study of Adolescent to Adult Health and growth curve models, results suggest trajectories of depressive symptoms across ages 12-42 vary by race, school racial context, and skin tone among Black respondents. Specifically, Black students rated as having very dark, dark, and medium brown skin who attended high proportion Black schools in adolescence experienced lower levels of depressive symptoms than their White and light-skinned Black counterparts, particularly across the teen years and early 20s. Conversely, attending higher proportion White schools led to increases in depressive symptoms across earlier ages for Black students, particularly those who fell within the middle of the skin color continuum. Findings highlight competing advantages and disadvantages of navigating racialized spaces in childhood/adolescence for Black Americans of different skin tones.
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Murry VM, Nyanamba JM, Hanebutt R, Debreaux M, Gastineau KAB, Goodwin AKB, Narisetti L. Critical examination of resilience and resistance in African American families: Adaptive capacities to navigate toxic oppressive upstream waters. Dev Psychopathol 2023; 35:2113-2131. [PMID: 37665095 DOI: 10.1017/s0954579423001037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/05/2023]
Abstract
African American families navigate not only everyday stressors and adversities but also unique sociocultural stressors (e.g., "toxic upstream waters" like oppression). These adverse conditions are consequences of the historical vestiges of slavery and Jim Crow laws, often manifested as inequities in wealth, housing, wages, employment, access to healthcare, and quality education. Despite these challenges, African American families have developed resilience using strength-based adaptive coping strategies, to some extent, to filter these waters. To advance the field of resilience research, we focused on the following questions: (1) what constitutes positive responses to adversity?; (2) how is resilience defined conceptually and measured operationally?; (3) how has the field of resilience evolved?; (4) who defines what, when, and how responses are manifestations of resilience, instead of, for example, resistance? How can resistance, which at times leads to positive adaptations, be incorporated into the study of resilience?; and (5) are there case examples that demonstrate ways to address structural oppression and the pernicious effects of racism through system-level interventions, thereby changing environmental situations that sustain toxic waters requiring acts of resilience to survive and thrive? We end by exploring how a re-conceptualization of resilience requires a paradigm shift and new methodological approaches to understand ways in which preventive interventions move beyond focusing on families' capacity to navigate oppression and target systems and structures that maintain these toxic waters.
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Affiliation(s)
- Velma McBride Murry
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA
- Department of Health Policy, Vanderbilt University, Nashville, TN, USA
| | - Juliet M Nyanamba
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA
| | - Rachel Hanebutt
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA
| | - Marlena Debreaux
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA
| | - Kelsey A B Gastineau
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Aijah K B Goodwin
- Department of Psychiatry, University of Maryland School of Medicine, Baltimore, MD, USA
| | - Lipika Narisetti
- Center for Medicine Health & Society, Vanderbilt University, Nashville, TN, USA
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Brons ME, Helbich M, Bolt G, Visser K, Stevens GWJM. Time trends in associations between neighbourhood and school characteristics and mental health problems among Dutch adolescents. Health Place 2023; 84:103140. [PMID: 37948793 DOI: 10.1016/j.healthplace.2023.103140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 06/08/2023] [Accepted: 10/25/2023] [Indexed: 11/12/2023]
Abstract
We investigated trends in associations between physical and social neighbourhood and school characteristics and adolescent mental health problems between 2005 and 2017. Nationally representative, repeated cross-sectional data collected in the Netherlands among primary (N = 5,871) and secondary school students (N = 20,778) were analysed through cross-classified multilevel models. Hardly any evidence was found for over-time changes in associations between neighbourhood and school characteristics and adolescent mental health problems. Findings showed that for both groups of students, only social characteristics within the two contexts were associated with adolescent mental health problems. For secondary school students, school effects were larger than neighbourhood effects, while the opposite was true for primary school students. Specifically, primary school students residing in more socially fragmented or lower socioeconomic status (SES) neighbourhoods, and lower SES schools, reported more conduct problems and peer relationship problems. For secondary school students, only the SES of the neighbourhood and the school was associated with all four aspects of mental health problems. Remarkably, the direction of the associations between neighbourhood/ school SES and adolescent mental health problems varied across the different mental health outcomes. More research is warranted to replicate our findings.
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Affiliation(s)
- Mathilde E Brons
- Department of Interdisciplinary Social Science, Utrecht University, Utrecht, the Netherlands.
| | - Marco Helbich
- Department of Human Geography and Spatial Planning, Utrecht University, Utrecht, the Netherlands
| | - Gideon Bolt
- Department of Human Geography and Spatial Planning, Utrecht University, Utrecht, the Netherlands
| | - Kirsten Visser
- Department of Human Geography and Spatial Planning, Utrecht University, Utrecht, the Netherlands
| | - Gonneke W J M Stevens
- Department of Interdisciplinary Social Science, Utrecht University, Utrecht, the Netherlands
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McKay T, Tadros E. Fatherhood, Behavioral Health, and Criminal Legal System Contact over the Life Course. JOURNAL OF HEALTH AND SOCIAL BEHAVIOR 2023; 64:417-436. [PMID: 36541142 DOI: 10.1177/00221465221139246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Life course theories suggest that fathers' lifetime criminal legal system contact could contribute to poor parent-child outcomes via deterioration in couple relationship quality and fathers' behavioral health. Using paired, longitudinal data from the Multi-site Family Study (N = 1,112 couples), the current study examines the influence of three dimensions of fathers' life course legal system contact on individual and parent-child outcomes. In fitted models, accumulated system contact in adulthood predicts fathers' later depressive symptoms and drug misuse, which in turn predict diminished father-child relationship quality (as reported by both co-parents). Fathers who were older at the time of their first arrest had poorer relationships with their children's mothers and, in turn, poorer behavioral health and parent-child outcomes. Conditions of confinement during fathers' most recent prison stay do not significantly predict later parent-child outcomes, net of the influence of age at first arrest and accumulated criminal legal system contact in adulthood.
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Affiliation(s)
| | - Eman Tadros
- Governors State University, University Park, IL, USA
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Raniti M, Rakesh D, Patton GC, Sawyer SM. The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation. BMC Public Health 2022; 22:2152. [PMID: 36424575 PMCID: PMC9694921 DOI: 10.1186/s12889-022-14364-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 10/07/2022] [Indexed: 11/26/2022] Open
Abstract
Background School connectedness reflects the quality of students’ engagement with peers, teachers, and learning in the school environment. It has attracted attention from both the health and education sectors as a potentially modifiable protective factor for common mental health problems. However, the extent to which school connectedness may prevent the onset of youth depression or anxiety or promote their remission is unclear. This systematic review examined evidence for prospective relationships between school connectedness and depression and anxiety, and the effect of interventions to improve school connectedness on depression and anxiety. Methods We searched MEDLINE, PsycINFO, PubMed, and ERIC electronic databases for peer-reviewed quantitative longitudinal, or intervention studies published from 2011–21 in English examining relationships between school connectedness and anxiety and/or depression. Participants were 14–24 years old when depression and anxiety outcomes were assessed in any education setting in any country. We partnered with five youth advisers (aged 16–21 years) with lived experience of mental health problems and/or the schooling system in Australia, Indonesia, and the Philippines to ensure that youth perspectives informed the review. Results Our search identified 3552 unique records from which 34 longitudinal and 2 intervention studies were ultimately included. Studies were primarily from the United States of America (69.4%). Depression and anxiety outcomes were first measured at 14 years old, on average. Most studies found a significant protective relationship between higher levels of school connectedness and depressive and/or anxiety symptoms; more measured depression than anxiety. A few studies found a non-significant relationship. Both intervention studies designed to increase school connectedness improved depression, one through improvements in self-esteem and one through improvements in relationships at school. Conclusions These findings suggest that school connectedness may be a novel target for the prevention of depression and anxiety. We were not able to determine whether improving school connectedness promotes remission in young people already experiencing depression and anxiety. More studies examining anxiety, diagnostic outcomes, and beyond North America are warranted, as well as intervention trials. Trial registration PROSPERO 2021 CRD42021270967. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-14364-6.
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Horanicova S, Husarova D, Gecková AM, De Winter AF, Reijneveld SA. School Satisfaction and Its Associations with Health and Behavioural Outcomes among 15-Years Old Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11514. [PMID: 36141779 PMCID: PMC9516967 DOI: 10.3390/ijerph191811514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 09/08/2022] [Accepted: 09/10/2022] [Indexed: 06/16/2023]
Abstract
Background: Health and behavioural outcomes of adolescents have been shown to be related to school pressure, demands or unfavourable relationships with classmates or teachers. These associations may relate to school satisfaction, but evidence on this is lacking. Therefore, our aim is to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy. Methods: Data come from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 from Slovak 15-year-old adolescents (N = 816; 50.9% boys). School satisfaction was measured by school engagement and attitudes towards education, grouped as: satisfied (both positive), inconsistent (one positive, one negative) and indifferent (both negative). Hopelessness, health complaints, fighting and truancy were measured using self-report questionnaires. Logistic regression models were used to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy separately. Results: Indifferent adolescents were more likely to feel hopeless, to frequently experience two or more health complaints, to be involved in a fight and to skip school (odds ratios/95%-confidence interval: 2.57/1.49-4.45; 2.51/1.48-4.25; 1.92/1.02-3.60; and 2.34/1.25-4.40, respectively) than satisfied adolescents. Inconsistent adolescents were more likely to frequently experience two or more health complaints than satisfied adolescents (1.72/1.05-5.79). Conclusions: School satisfaction affects adolescents' health and social behaviour and may threaten their healthy development.
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Affiliation(s)
- Simona Horanicova
- Department of Health Psychology and Methodology Research, Faculty of Medicine, P.J. Safarik University in Kosice, Tr. SNP 1, 040 01 Kosice, Slovakia
| | - Daniela Husarova
- Department of Health Psychology and Methodology Research, Faculty of Medicine, P.J. Safarik University in Kosice, Tr. SNP 1, 040 01 Kosice, Slovakia
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
| | - Andrea Madarasová Gecková
- Department of Health Psychology and Methodology Research, Faculty of Medicine, P.J. Safarik University in Kosice, Tr. SNP 1, 040 01 Kosice, Slovakia
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
- Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Mlynské Luhy 4, 821 05 Bratislava, Slovakia
| | - Andrea F. De Winter
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
| | - Sijmen A. Reijneveld
- Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV Groningen, The Netherlands
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Wong D, Allen KA, Gallo Cordoba B. Examining the Relationship Between Student Attributional Style, Perceived Teacher Fairness, and Sense of School Belonging. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Polos JA, Koning SM, Hargrove TW, Kershaw KN, McDade TW. Structural racism in school contexts and adolescent depression: Development of new indices for the National Longitudinal Study of Adolescent to Adult Health and beyond. SSM Popul Health 2022; 19:101237. [PMID: 36203473 PMCID: PMC9530614 DOI: 10.1016/j.ssmph.2022.101237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 09/16/2022] [Accepted: 09/20/2022] [Indexed: 12/15/2022] Open
Abstract
Racial discrimination is an important predictor of racial inequities in mental and physical health. Scholars have made progress conceptualizing and measuring structural forms of racism, yet, little work has focused on measuring structural racism in social contexts, which are especially relevant for studying the life course consequences of racism for health. Using the National Longitudinal Study of Adolescent to Adult Health, we take a biosocial, life course approach and develop two life stage-specific indices measuring manifestations of structural racism in school contexts in adolescence, a sensitive period of development. The first is a school contextual disadvantage index (CDI), which captures differences in resources and opportunities across schools that have been partly determined by socio-historic structural racism that has sorted Black students into more disadvantaged schools. The second is a school structural racism index (SRI), which measures differences in resources and opportunities between Black and white students within schools. Then, we relate these indices to adolescent depressive symptoms. We find that among both Black and white students of both genders, higher CDI levels are associated with more depressive symptoms. However, Black students are twice as likely to be in schools with a CDI above the median compared to white students. We also find that, controlling for the CDI, the SRI is positively associated with depressive symptoms among Black boys and girls only. Finally, the CDI and the SRI interact to produce a pattern where the likelihood of depressive symptoms increases as the SRI increases, but only among Black boys and girls in low-disadvantage schools. These findings underscore the importance of measuring structural racism in social contexts in multifaceted ways to study life course health inequities.
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Affiliation(s)
- Jessica A. Polos
- Institute for Policy Research, Northwestern University, 2040 Sheridan Road, Evanston, IL, 60208-4100, USA
- Public Health Program, DePaul University, 14 East Jackson Boulevard, Chicago, IL, 60604, USA
| | - Stephanie M. Koning
- Institute for Policy Research, Northwestern University, 2040 Sheridan Road, Evanston, IL, 60208-4100, USA
| | - Taylor W. Hargrove
- Department of Sociology, Faculty Fellow, Carolina Population Center, University of North Carolina at Chapel Hill, 155 Pauli Murray Hall, Chapel Hill, NC, 27599-3210, USA
| | - Kiarri N. Kershaw
- Feinberg School of Medicine, Northwestern University, 680 North Lake Shore Drive, Chicago, IL, 60611, USA
| | - Thomas W. McDade
- Institute for Policy Research, Northwestern University, 2040 Sheridan Road, Evanston, IL, 60208-4100, USA
- Department of Anthropology, Northwestern University, 1810 Hinman St, Evanston, IL, 60208-1310, USA
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Aranberri-Ruiz A, Aritzeta A, Olarza A, Soroa G, Mindeguia R. Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10181. [PMID: 36011817 PMCID: PMC9407856 DOI: 10.3390/ijerph191610181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 08/13/2022] [Accepted: 08/14/2022] [Indexed: 06/15/2023]
Abstract
Primary school students suffer from high levels of anxiety and stress. Having emotional regulation abilities can help them to manage challenging emotional situations. Conscious and slow breathing is a physiological, emotional regulation strategy that is feasible for primary school students to learn. Following Polyvagal Theory and PMER Theory, this research presents the results of a breath-focused heart rate variability biofeedback intervention. The intervention aimed to reduce anxiety and physiological and social stress in primary school children. A total of 585 students (46.4% girls and 53.6% boys) from the same public school, aged between 7 and 12 years (M = 8.51; SD = 1.26), participated in this study. To assess the impact of training, a mixed design was used with two groups (Treatment and Control groups), two evaluation phases (Pretest and Post-test), and three educational cycles (first, second and third cycles). To examine heart rate variability, emWave software was used and anxiety and social stress were measured by the BASC II test. The results showed that after the intervention, the students learned to breathe consciously. Moreover, they reduced their levels of anxiety (M(SD)pretest = 12.81(2.22) vs. M(SD)posttest = 13.70(1.98)) and stress (M(SD)pretest = 12.20(1.68) vs. M(SD)posttest = 12.90(1.44)). The work also discusses the limitations and benefits of this type of intervention in primary schools.
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Affiliation(s)
- Ainara Aranberri-Ruiz
- Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain
| | - Aitor Aritzeta
- Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain
| | - Amaiur Olarza
- Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain
| | - Goretti Soroa
- Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain
| | - Rosa Mindeguia
- Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Gipuzkoa, Spain
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Mahmood N, Sanchez-Vaznaugh EV, Matsuzaki M, Sánchez BN. Racial/ethnic disparities in childhood obesity: The role of school segregation. Obesity (Silver Spring) 2022; 30:1116-1125. [PMID: 35470976 PMCID: PMC9097556 DOI: 10.1002/oby.23416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 12/29/2021] [Accepted: 02/19/2022] [Indexed: 11/05/2022]
Abstract
OBJECTIVE Recent studies have observed that racial or ethnic adult health disparities revealed in national data dissipate in racially integrated communities, supporting the theory that "place, not race" shapes the nature and magnitude of racial/ethnic health disparities. This study tested this theory among children. METHODS In 2020, the racial/ethnic childhood obesity disparities within integrated schools and between segregated schools were estimated using statewide cross-sectional data collected in 2019 on fifth, seventh, and ninth grade students from California public schools. RESULTS School segregation accounted for a large part of the obesity disparities between White children and children of color (Latino, Black, and Filipino children). In racially integrated schools, obesity disparities were much smaller than those in statewide data, whereas racial or ethnic childhood obesity disparities were larger when comparing children in majority-White schools with those attending schools with a majority enrollment of children of color, except for Asian children, who generally had lower obesity rates than their White peers. CONCLUSIONS School-level racial segregation is a salient contributor to racial/ethnic childhood obesity disparities. Reducing obesity disparities may be particularly effective if place-level interventions target socioeconomically disadvantaged integrated schools and segregated schools attended primarily by children of color.
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Affiliation(s)
- Nuha Mahmood
- The University of Michigan Medical School, University of Michigan, Ann Arbor, Michigan, USA
| | | | - Mika Matsuzaki
- Johns Hopkins University School of Public Health, Johns Hopkins University, Baltimore, Maryland, USA
| | - Brisa N Sánchez
- Drexel University Dornsife School of Public Health, Drexel University, Philadelphia, Pennsylvania, USA
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12
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Brons ME, Bolt GS, Helbich M, Visser K, Stevens GW. Independent associations between residential neighbourhood and school characteristics and adolescent mental health in the Netherlands. Health Place 2022; 74:102765. [DOI: 10.1016/j.healthplace.2022.102765] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 01/27/2022] [Accepted: 02/03/2022] [Indexed: 11/28/2022]
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Nagata JM, Ganson KT, Iyer P, Chu J, Baker FC, Gabriel KP, Garber AK, Murray SB, Bibbins-Domingo K. Sociodemographic Correlates of Contemporary Screen Time Use among 9- and 10-Year-Old Children. J Pediatr 2022; 240:213-220.e2. [PMID: 34481807 PMCID: PMC9107378 DOI: 10.1016/j.jpeds.2021.08.077] [Citation(s) in RCA: 31] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 08/20/2021] [Accepted: 08/26/2021] [Indexed: 01/03/2023]
Abstract
OBJECTIVE To determine sociodemographic correlates of contemporary screen time use among a diverse population-based sample of 9- and 10-year-old children. STUDY DESIGN In 2021, we analyzed cross-sectional baseline (2016-2018) data from the Adolescent Brain Cognitive Development study (n = 10 755). Multiple linear regression analyses were conducted to estimate associations between sociodemographic factors (sex, race/ethnicity, country of birth, household income, parental education) and 6 contemporary forms of screen time (television, videos [eg, YouTube], video games, social networking, texting, and video chat). RESULTS On average, children reported 3.99 hours of screen time per day across 6 modalities, with the most time spent watching/streaming television shows/movies (1.31 hours), playing video games (1.06 hours), and watching/streaming videos (1.05 hours). On average, Black children reported 1.58 more hours of screen time per day and Asian children reported 0.35 less hours of screen time per day compared with White children (mean 3.46 hours per day), and these trends persisted across most modalities. Boys reported higher overall screen time (0.75 hours more) than girls, which was primarily attributed to video games and videos. Girls reported more time texting, social networking, and video chatting than boys. Higher income was associated with lower screen time usage across all modalities except video chat. However, in high-income households, Latinx children reported 0.65 more hours of screen time per day than White children. CONCLUSIONS Given the sociodemographic differences in child screen use, guideline implementation strategies can focus on key populations, encourage targeted counseling by pediatricians, and adapt Family Media Use Plans for diverse backgrounds.
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Affiliation(s)
- Jason M. Nagata
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, California, USA
| | - Kyle T. Ganson
- Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, Ontario, Canada
| | - Puja Iyer
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, California, USA
| | - Jonathan Chu
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, California, USA
| | - Fiona C. Baker
- Center for Health Sciences, SRI International, Menlo Park, California, USA,Department of Physiology, School of Physiology, University of the Witwatersrand, Johannesburg, South Africa
| | - Kelley Pettee Gabriel
- Department of Epidemiology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Andrea K. Garber
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, California, USA
| | - Stuart B. Murray
- Department of Psychiatry and Behavioral Sciences, University of Southern California, Los Angeles, California, USA
| | - Kirsten Bibbins-Domingo
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, California, USA
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Padrós Cuxart M, Molina Roldán S, Gismero E, Tellado I. Evidence of Gender Violence Negative Impact on Health as a Lever to Change Adolescents' Attitudes and Preferences towards Dominant Traditional Masculinities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189610. [PMID: 34574534 PMCID: PMC8472082 DOI: 10.3390/ijerph18189610] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 09/08/2021] [Accepted: 09/09/2021] [Indexed: 01/10/2023]
Abstract
Women and girls experience gender violence from a young age. Scientific research has presented evidence of the negative impact of toxic relationships and toxic stress on physical and psychological health. However, less is known on how this evidence can have a preventive effect. Knowing these impacts can be important for women and girls to decide the type of affective-sexual relationships they want to have, and even transform their attraction towards different types of masculinity. This study presents results from the MEMO4LOVE project. Researchers use mixed-methods approaches, including a questionnaire (n = 141) to study adolescents' peer groups' interactions that promoted healthy or toxic affective-sexual relationships, and five communicative focus groups with boys and girls to analyze how these interactions can be transformed by sharing scientific knowledge on the effects of violent relationships with adolescents. The results showed the impact of sharing with adolescents the evidence of the adverse effects of toxic relationships with violent masculinities on health. The peer group's transformation occurred: non-violent boys gained self-confidence, and girls redirected or reinforced their attraction to non-violent boys. These results suggest the potential positive effects of knowing the impacts of toxic relationships on girls' health.
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Affiliation(s)
- Maria Padrós Cuxart
- Department of Teaching and Learning and Educational Organization, University of Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain;
| | - Silvia Molina Roldán
- Department of Pedagogy, Universitat Rovira i Virgili, Carretera de Valls, s/n, 43007 Tarragona, Spain
- Correspondence:
| | - Elena Gismero
- Department of Psychology and UNINPSI, Comillas Pontifical University, C. Universidad Pontificia Comillas, 3-5, 28049 Madrid, Spain;
| | - Itxaso Tellado
- Department of Pedagogy, University of Vic-Central University of Catalonia, c/Sagrada Família, 7, 08500 Vic, Spain;
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Cohen AK, Ozer EJ, Rehkopf DH, Abrams B. High School Composition and Health Outcomes in Adulthood: A Cohort Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:3799. [PMID: 33917294 PMCID: PMC8038652 DOI: 10.3390/ijerph18073799] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Revised: 03/31/2021] [Accepted: 04/02/2021] [Indexed: 12/02/2022]
Abstract
BACKGROUND A multitude of empirical evidence documents links between education and health, but this focuses primarily on educational attainment and not on characteristics of the school setting. Little is known about the extent to which aggregate characteristics of the school setting, such as student body demographics, are associated with adult health outcomes. METHODS We use the U.S. nationally representative National Longitudinal Survey of Youth 1979 cohort to statistically assess the association between two different measures of high school student composition (socioeconomic composition, racial/ethnic composition) and two different health outcomes at age 40 (self-rated health and obesity). RESULTS After adjusting for confounders, high school socioeconomic composition, but not racial/ethnic composition, was weakly associated with both obesity and worse self-rated health at age 40. However, after adding adult educational attainment to the model, only the association between high school socioeconomic composition and obesity remained statistically significant. CONCLUSIONS Future research should explore possible mechanisms and also if findings are similar across other populations and in other school contexts. These results suggest that education policies that seek to break the link between socioeconomic composition and negative outcomes remain important but may have few spillover effects onto health.
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Affiliation(s)
- Alison K. Cohen
- Department of Epidemiology & Biostatistics, School of Medicine, University of California, San Francisco, CA 94158, USA
| | - Emily J. Ozer
- School of Public Health, University of California Berkeley, Berkeley, CA 94720, USA; (E.J.O.); (B.A.)
| | - David H. Rehkopf
- Departments of Epidemiology & Population Health and Medicine, School of Medicine, Stanford University, Stanford, CA 94305, USA;
| | - Barbara Abrams
- School of Public Health, University of California Berkeley, Berkeley, CA 94720, USA; (E.J.O.); (B.A.)
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16
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Hoke MK, Boen CE. The health impacts of eviction: Evidence from the national longitudinal study of adolescent to adult health. Soc Sci Med 2021; 273:113742. [PMID: 33607393 PMCID: PMC8045672 DOI: 10.1016/j.socscimed.2021.113742] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 01/28/2021] [Accepted: 01/30/2021] [Indexed: 11/22/2022]
Abstract
Eviction represents an urgent social and economic issue in the United States, with nearly two million evictions occurring annually in the U.S. Still, the population health impacts of evictions, as well as the pathways linking eviction to health, are not well documented or understood, particularly among young adults. Using nationally-representative, longitudinal data from the National Longitudinal Study of Adolescent to Adult Health (1994-2008) (n = 9029), the present study uses a combination of analytic methods-including prospective lagged dependent variable regression models, inverse probabilities of treatment weighting, longitudinal first difference models, causal mediation techniques-to comprehensively assess whether and how evictions relate to depressive risk and self-rated health across early adulthood, paying particular attention to the stress-related pathways linking eviction and health. Results provide robust evidence of positive longitudinal associations between eviction and depressive risk, in particular. In the prospective regression models, young adults who experienced recent eviction had more depressive symptoms and worse self-rated health than those who were not evicted, net a host of background characteristics. Using treatment weighting techniques, results showed that young adults who experienced eviction had more depressive symptoms than those who were not evicted (5.921 vs. 4.998 depressive symptoms, p = 0.003). Perceived social stress mediated nearly 18 percent of the associations between eviction and the depressive symptoms (p < 0.001). In the first difference models, young people who experienced eviction between survey waves experienced greater increases in depressive symptoms over time compared to those who were not evicted, net of changes in other indicators of socioeconomic status and residential instability. Taken together, our results suggest that the recent surges in evictions in the U.S. serve as a potent threat to population health during the emerging adult period, with especially devastating consequences for low-income individuals and communities of color.
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Affiliation(s)
- Morgan K Hoke
- Population Studies Center, University of Pennsylvania, USA; Department of Anthropology, University of Pennsylvania, USA.
| | - Courtney E Boen
- Population Studies Center, University of Pennsylvania, USA; Department of Sociology, Population Aging Research Center, University of Pennsylvania, USA
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