Abstract
Background
As the prevalence of childhood mental health conditions varies by age and gender, we explored whether there were similar variations in the relationship between psychopathology and exclusion from school in a prospective UK population‐based birth cohort.
Method
The Avon Longitudinal Study of Parents and Children collected reports of exclusion at 8 years and 16 years. Mental health was assessed at repeated time points using the Strengths and Difficulties Questionnaire (SDQ).
Results
Using adjusted linear mixed effects models, we detected a nonlinear interaction between exclusion and age related to poor mental health for boys [adjusted coefficient 1.13 (95% confidence interval 0.55–1.71)] excluded by age 8, but not for girls. The SDQ scores of boys who were excluded in primary school were higher than their peers from age 3, and increasingly diverged over time. As teenagers, these interactions appeared for both genders [boys’ adjusted coefficient 0.18 (0.10–0.27); girls 0.29 (0.17–0.40)]. For teenage girls, exclusion by 16 was followed by deteriorating mental health. Family adversity predicted exclusion in all analyses.
Conclusion
Prompt access to effective intervention for children in poor mental health may improve both mental health and access to education.
As the prevalence of childhood mental health conditions varies by age and gender, we explored whether there were similar variations in the relationship between psychopathology and exclusion from school in a prospective UK population‐based birth cohort.
Method
The Avon Longitudinal Study of Parents and Children collected reports of exclusion at 8 years and 16 years. Mental health was assessed at repeated time points using the Strengths and Difficulties Questionnaire (SDQ).
Results
Using adjusted linear mixed effects models, we detected a nonlinear interaction between exclusion and age related to poor mental health for boys [adjusted coefficient 1.13 (95% confidence interval 0.55–1.71)] excluded by age 8, but not for girls. The SDQ scores of boys who were excluded in primary school were higher than their peers from age 3, and increasingly diverged over time. As teenagers, these interactions appeared for both genders [boys’ adjusted coefficient 0.18 (0.10–0.27); girls 0.29 (0.17–0.40)]. For teenage girls, exclusion by 16 was followed by deteriorating mental health. Family adversity predicted exclusion in all analyses.
Conclusion
Prompt access to effective intervention for children in poor mental health may improve both mental health and access to education.
| Original language | English |
|---|---|
| Number of pages | 7 |
| Journal | Child and Adolescent Mental Health |
| Early online date | 21 Jan 2020 |
| DOIs | |
| Publication status | Published - 1 Nov 2020 |
Keywords
- ALSPAC
- school exclusion
- child psychopathology
- Gender
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This is the final published version of the article (version of record). It first appeared online via Wiley at https://doi.org/10.1111/camh.12367. Please refer to any applicable terms of use of the publisher.