scholarly journals Educational attainment trajectories among children and adolescents with depression, and the role of sociodemographic characteristics: longitudinal data-linkage study

2020 ◽  
pp. 1-7
Author(s):  
Alice Wickersham ◽  
Hannah Dickson ◽  
Rebecca Jones ◽  
Megan Pritchard ◽  
Robert Stewart ◽  
...  
Keyword(s):  
Educational Attainment ◽  
Ethnic Groups ◽  
Repeated Measures ◽  
Reference Population ◽  
Linkage Study ◽  
Clinical Population ◽  
Sociodemographic Characteristics ◽  
Depression Diagnosis ◽  
Educational Trajectories ◽  
School Year

Background Depression is associated with lower educational attainment, but there has been little investigation of long-term educational trajectories in large cohorts with diagnosed depression. Aims To describe the educational attainment trajectories of children with a depression diagnosis in secondary care, and to investigate whether these trajectories vary by sociodemographic characteristics. Method We identified new referrals to South London and Maudsley's NHS Foundation Trust between 2007 and 2013 who received a depression diagnosis at under 18 years old. Linking their health records to the National Pupil Database, we standardised their performance on three assessments (typically undertaken at ages 6–7 years (school Year 2), 10–11 (Year 6) and 15–16 (Year 11)) relative to the local reference population in each academic year. We used mixed models for repeated measures to estimate attainment trajectories. Results In our sample of 1492 children, the median age at depression diagnosis was 15 years (interquartile range = 14–16). Their attainment showed a decline between school Years 6 and 11. Attainment was consistently lower among males and those eligible for free school meals. Black ethnic groups also showed lower attainment than White ethnic groups between Years 2 and 6, but showed a less pronounced drop in attainment at Year 11. Conclusions Those who receive a depression diagnosis during their school career show a drop in attainment in Year 11. Although this pattern was seen among multiple sociodemographic groups, gender, ethnicity and socioeconomic status predict more vulnerable subgroups within this clinical population who might benefit from additional educational support or more intensive treatment.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

scholarly journals School Administrators’ Personality Traits: Its Relationship to Teachers’ Performance

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Harly Israel G. Bandojo ◽  
Keyword(s):  
Educational Attainment ◽  
Personality Traits ◽  
School Administrators ◽  
Length Of Service ◽  
Personal Traits ◽  
School Year ◽  
Social Traits ◽  
Public Elementary Schools ◽  
Civil Status ◽  
Physical Traits

This descriptive study ascertained the perceived personality traits of school administrators’ and its relationship to teachers’ performance in public elementary schools in the district of Estancia, Iloilo. The respondents of the study were the ninety (90) purposively selected public elementary teachers from the district of Estancia, Iloilo during the school year 2017-2018. A researcher-made questionnaire which was validated and reliability tested was used. The results revealed that the school administrators had strong personality traits as perceived by the respondents, when taken as a whole and when classified as to age (above 30 years old), sex, civil status, length of service and highest educational attainment. However, those who were 30 years old and below perceived that school administrators have very strong personality traits. In terms of school administrators’ physical traits, teachers perceived school administrators to have very strong physical traits except for those who aged above 30 years old and master’s degree holders who perceived school administrators to have strong physical traits. In terms of school administrators’ social traits, teachers perceived school administrators to have strong social traits except for those who aged 30 years old and below who perceived school administrators to have very strong social traits. In terms of emotional traits and moral traits, teachers perceived school administrators in both aspects to have strong emotional traits and strong moral traits in all categories. The teachers in the district of Estancia, Iloilo had a very satisfactory performance when taken as a whole and when classified as to age, sex, civil status, length of service and highest educational attainment. Results further revealed no significant differences in teachers’ performance in the district of Estancia, Iloilo. Moreover, no significant relationship between the school administrators’ personal traits and teachers’ performance was found.

scholarly journals Standing Desks in a Grade 4 Classroom over the Full School Year

2019 ◽  
Vol 16 (19) ◽  
pp. 3590 ◽  
Author(s):  
Sharon Parry ◽  
Beatriz IR de Oliveira ◽  
Joanne A. McVeigh ◽  
Joyln Ee ◽  
Angela Jacques ◽  
...  
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Sedentary Time ◽  
Sitting Time ◽  
Musculoskeletal Discomfort ◽  
Beneficial Effects ◽  
School Aged Children ◽  
School Year ◽  
Significant Difference ◽  
School Day

School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17–26 min/school day) and a reduction in sitting time (17–40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off.

scholarly journals Unequal Associations between Educational Attainment and Occupational Stress across Racial and Ethnic Groups

2019 ◽  
Vol 16 (19) ◽  
pp. 3539 ◽  
Author(s):  
Shervin Assari ◽  
Mohsen Bazargan
Keyword(s):  
Educational Attainment ◽  
Occupational Stress ◽  
Ethnic Groups ◽  
Race And Ethnicity ◽  
The United States ◽  
National Sample ◽  
Physical And Mental Health ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Work Related

Background: Although other mechanisms are also involved, at least one reason high educational attainment (EA) is associated with better health is lower employment stress in individuals with high EA. Minorities’ Diminished Returns, however, refer to the smaller protective health effects of EA for racial- and ethnic-minority individuals, particularly African Americans (AAs) and Hispanics, as compared to Whites. We are, however, not aware of many studies that have explored differential associations between EA and work-related stress across racial and ethnic groups. Aims: We aimed to compare racial and ethnic groups for the association between EA and occupational stress in a national sample of American adults. Methods: The National Health Interview Survey (NHIS 2015), a cross-sectional survey, included 15,726 employed adults. Educational attainment was the independent variable. Occupational stress was the outcome. Race and ethnicity were the moderators. Age, gender, number of jobs, and years in the job were the covariates. Results: Overall, higher EA was associated with lower levels of occupational stress. Race and ethnicity both interacted with EA, suggesting that the association between high EA and reduced occupational stress is systemically smaller for AAs and Hispanics than it is for Whites. Conclusions: In the United States, race and ethnicity limit the health gains that follow EA. While EA helps individuals avoid environmental risk factors, such as occupational stress, this is more valid for non-Hispanic Whites than AAs and Hispanics. The result is additional physical and mental health risks in highly educated AAs and Hispanics. The results are important, given racial and ethnic minorities are the largest growing section of the US population. We should not assume that EA is similarly protective across all racial and ethnic groups. In this context, EA may increase, rather than reduce, health disparities.

Tone, Rhythm, and Timbre Perception in School-Age Children Using Cochlear Implants and Hearing Aids

2013 ◽  
Vol 24 (09) ◽  
pp. 789-806 ◽  
Author(s):  
Hamish Innes-Brown ◽  
Jeremy P. Marozeau ◽  
Christine M. Storey ◽  
Peter J. Blamey
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Repeated Measures ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
School Age Children ◽  
Impaired Hearing ◽  
School Year ◽  
Temporal Cues ◽  
Wide Range

Background: Children with hearing impairments, especially those using hearing devices such as the cochlear implant (CI) or hearing aid (HA), are sometimes not encouraged to attend music classes, as they or their parents and teachers may be unsure whether the child can perform basic musical tasks. Purpose: The objective of the current study was to provide a baseline for the performance of children using CIs and HAs on standardized tests of rhythm and pitch perception as well as an instrument timbre identification task. An additional aim was to determine the effect of structured music training on these measures during the course of a school year. Research Design: The Intermediate Measures of Music Audiation (IMMA) Tonal and Rhythmic subtests were administered four times, with 6 wk between tests. All children in the study were also enrolled in “Music Club” teaching sessions. Measures were compared between groups and across the four testing sessions. Study Sample: Twenty children from a single school in Melbourne, Australia, were recruited. Eleven (four girls) had impaired hearing, including six with a unilateral CI or CI and HA together (two girls) and five with bilateral HAs (two girls). Nine were normally hearing, selected to match the age and gender of the hearing-impaired children. Ages ranged from 9–13 yr. Intervention: All children participated in a weekly Music Club – a 45 min session of musical activities based around vocal play and the integration of aural, visual, and kinesthetic modes of learning. Data Collection and Analysis: Audiological data were collected from clinical files. IMMA scores were converted to percentile ranks using published norms. Between-group differences were tested using repeated-measures analysis of variance, and between-session differences were tested using a linear mixed model. Linear regression was used to model the effect of hearing loss on the test scores. Results: In the first session, normally hearing children had a mean percentile rank of ˜50 in both the Tonal and Rhythmic subtests of the IMMA. Children using CIs showed trends toward lower scores in the Tonal, but not the Rhythmic, subtests. No significant improvements were found between sessions. In the timbre test, children generally made fewer errors within the set of percussive compared to nonpercussive instruments. The hearing loss level partially predicted performance in the Tonal, but not the Rhythmic, task, and predictions were more significant for nonpercussive compared to percussive instruments. Conclusions: The findings highlight the importance of temporal cues in the perception of music, and indicate that temporal cues may be used by children with CIs and HAs in the perception of not only rhythm, but also of some aspects of timbre. We were not able to link participation in the Music Club with increased scores on the Tonal, Rhythmic, and Timbre tests. However, anecdotal evidence from the children and their teachers suggested a wide range of benefits from participation in the Music Club that extended from increased engagement and interest in music classes into the children's social situations.

A Longitudinal Analysis of Perceived Respect among Elders: Changing Perceptions for Some Ethnic Groups

1992 ◽  
Vol 11 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Judith G. Chipperfield ◽  
Betty Havens
Keyword(s):  
Ethnic Groups ◽  
Longitudinal Analysis ◽  
Repeated Measures ◽  
Elderly Population ◽  
The Elderly ◽  
Social Climate ◽  
Repeated Measures Anova ◽  
The Social ◽  
The Mean ◽  
Using Data

AbstractThis study assessed changes in older peoples' levels of perceived respect between the 1970s and the 1980s using data from the Aging in Manitoba Study. A longitudinal analysis was conducted for Manitobans, age 65 and over, who were interviewed in the mid 1970s and subsequently reinterviewed in the early 1980s. Changes in perceived respect scores for those who survived into the 1980s, and who provided ratings at both interviews (n = 776), were assessed in a repeated measures ANOVA. Significant increases were found in the mean level of respect for some ethnic groups, namely for the British, French, and German. A subsequent analysis indicated that the reported improvements in perceived respect could not be explained by participation in the study. These results may suggest that over the decade, the social climate of the elderly population in Manitoba has improved, at least for some ethnic groups.

scholarly journals A Longitudinal Exploration of the Academic and Psychosocial Outcomes of Students with Emotional/Behavioural Difficulties: The Importance of Student Perceptions of Themselves, Their Peer Relationships, and Their Classrooms

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Jessica Whitley ◽  
Edward P. Rawana ◽  
Keith Brownlee ◽  
Jennine Rawana
Keyword(s):  
Academic Achievement ◽  
Student Perceptions ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Classroom Climate ◽  
Psychosocial Outcomes ◽  
Self Concept ◽  
Future Research ◽  
School Year ◽  
Behavioural Difficulties

Students with emotional/behavioural difficulties (E/BD) continue to experience poor academic and psychosocial outcomes. Developing a better understanding of the ways in which indicators of these outcomes develop while students are still in early grades can assist in planning effective programming and alter negative trajectories. Accordingly, the present study sought to explore the perceptions of students with and without E/BD regarding their self-concept, classroom climate, and academic achievement over the course of one school year. The participants consisted of 68 elementary-aged students attending two schools in Northwestern Ontario. A repeated measures ANOVA was conducted and a number of significant differences were found both between groups and over time. Specifically, students in the E/BD group experienced poorer functioning compared to students without E/BD at most time points. Patterns of change in psychosocial and academic variables were largely similar across groups. Discussions of these findings, as well as implications for practice and for future research are presented. Keywords: Emotional/behavioural difficulties; self-concept; academic achievement

scholarly journals The effects of the trefoil pedagogical approach on encouraging creative behaviour in students

2016 ◽  
Vol 48 (2) ◽  
pp. 207-230
Author(s):  
Jasmina Sefer ◽  
Snezana Mirkov
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Research Work ◽  
Extensive Study ◽  
Pedagogical Approach ◽  
Positive Effects ◽  
School Year ◽  
Before And After ◽  
Teachers And Students ◽  
Student Questionnaire

?his paper presents a portion of the results obtained in a more extensive study dealing with monitoring of the work methods and the effects of an experimental implementation of the Trefoil pedagogical approach, developed based on pedagogical theories by the researchers from Belgrade. The Trefoil is based on using group work, creative play, openended tasks, critical dialogue, research work and students? involvement in projects for which teachers were trained through implementation and reflexive practice. The aim of this longitudinal study is to determine the effects of the Trefoil on encouraging initiative, cooperation and creativity in students. Research participants were all teachers and students of an urban primary school during one school year. Data on students? creative work were collected and compared before and after the experiment, obtained by expert observation of classes and a teacher and student questionnaire. Data were processed using one-way analysis of variance for repeated measures and two-way mixed analysis of variance. The results pointed to positive effects of the Trefoil approach, which, according to qualitative data, could probably have been bigger if the experiment had lasted longer. Different assessors noticed progress in encouraging students? creativity, but in different domains. The results have confirmed the justifiability of using the Trefoil approach, provided that its validity is tested by implementation in other educational contexts for the purposes of further research and enhancement of the initial conception.

Sign in / Sign up

Export Citation Format

Share Document