Effects of School on the Well-Being of Children and Adolescents

Bacete, Francisco Juan García; Perrin, Ghislaine Marande; Schneider, Barry H.; Blanchard, Christopher M.

doi:10.1007/978-90-481-9063-8_149

Cited by 36 publications

(14 citation statements)

References 207 publications

(175 reference statements)

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“…So, potential sources of bias were detected with the help of subgroup analyses. It seems that school is one of the best environments for children's psychological, physical and social development [46]. Since children spend so much of their day predominantly in the school setting, the school food environment can contribute in reversing the trend towards childhood obesity [47].…”

Section: Discussionmentioning

confidence: 99%

Sugar-sweetened beverages increases the risk of hypertension among children and adolescence: a systematic review and dose–response meta-analysis

2020

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Background: In the current systematic review and meta-analysis, we summarized the studies that evaluated the effects of sugar-sweetened beverages (SSBs) intake on blood pressure among children and adolescents. Methods: In a systematic search from PubMed, Scopus, Embase and Cochrane electronic databases up to 20 April 2020, the observational studies that evaluated the association between sugar-sweetened beverages intake and hypertension, systolic or diastolic blood pressure (SBP, DBP) were retrieved. Results: A total of 14 studies with 93873 participants were included in the current meta-analysis. High SSB consumption was associated with 1.67 mmHg increase in SBP in children and adolescents (WMD: 1.67; CI 1.021-2.321; P < 0.001). The difference in DBP was not significant (WMD: 0.313; CI −0.131-0.757; P = 0.108). High SSB consumers were 1.36 times more likely to develop hypertension compared with low SSB consumers (OR: 1.365; CI 1.145-1.626; P = 0.001). In dose-response meta-analysis, no departure from linearity was observed between SSB intake and change in SBP (P-nonlinearity = 0.707) or DBP (P-nonlinearity = 0.180). Conclusions: According to our finding, high SSB consumption increases SBP and hypertension in children and adolescents.

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Section: Discussionmentioning

confidence: 99%

Sugar-sweetened beverages increases the risk of hypertension among children and adolescence: a systematic review and dose–response meta-analysis

2020

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“…A wide range of factors have been shown to be related to adolescent well-being, including a range of cognitive and relational factors such as bullying, 7 family structure and relationships, 8 peer support 9 and school connectedness. 10 Other behaviours also influence well-being, including substance use (alcohol, drugs and smoking habits), 11–13 fruit and vegetable consumption, 14 breakfast consumption, 15 physical activity, 16 sleep duration, 17 sedentary behaviour 7 18 and leisure time activities. 19 However, published studies use a wide range of well-being measures, resulting in conflicting findings.…”

Section: Introductionmentioning

confidence: 99%

Impact of health behaviours and deprivation on well-being in a national sample of English young people

Gireesh

Das

Viner

2018

bmjpo

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ObjectiveTo determine the modifiable factors influencing well-being in boys and girls by accounting for deprivation, ethnicity and clustering within local authorities.MethodsWe used data from a very large nationally representative survey, the What About Youth study involving 120 115 adolescents aged 15 years. Our outcome measure of mental well-being was the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Potential explanatory factors included substance abuse, screen time, eating habits, reading, bullying, sleeping pattern, physical activity and area-level deprivation. We ran unadjusted and adjusted multilevel models for each explanatory factor, after adjusting for ethnicity, deprivation and including a random effect for the local authority.ResultsBoys had a higher overall mean WEMWBS score than girls (p<0.0001). In the adjusted model, each of multiple risk behaviours, eating habits, sleep, bullying, physical activity, screen-time and reading were independently associated with mental well-being in both boy and girls (p<0.0001 for both). Sleep and eating behaviours had a stronger association in both sexes than bullying, physical activity and screen time. Young people from black ethnic groups had significantly higher well-being in both sexes. Deprivation was not associated with well-being among boys but was among girls.ConclusionThe largest contributors to adolescent well-being appear to be sleep, eating behaviours and bullying when considered in a multivariable framework. While adolescents from black ethnic groups had higher overall well-being scores, area deprivation did not affect male well-being but had a small effect on female well-being. Future longitudinal studies and health policies need to consider a range of behavioural factors to drive improvements in adolescent well-being.

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“…The advantages of close peer relationships are well described in different research (e.g., García-Bacete, Marande-Perrin, Schneider, & Blanchard, 2014;Schwab & Rossmann, 2020). At school, a good relationship with peers positively affects academic performance, helps to develop social skills and competencies, and reduces stress and anxiety.…”

Section: The Relationship With Teachers In Children Who Stuttermentioning

confidence: 99%

School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

Berchiatti

Badenes‐Ribera

Ferrer

et al. 2020

Children and Youth Services Review

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The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter. Methods: The convenience sample consisted of 536 children -62 affected by stuttering and 474 in the control groupand 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children' behavior (Strengths and Difficulties Questionnaire), and children's academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students' social status in the peer group were used to analyze the data. Results: The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students' social status in the peer group) tests performed on study variables showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes. Conclusions: Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children's school adjustment. The student-teacher relationship quality in students who stutter StutteringStuttering is a complex and multifaceted developmental disorder within which linguistic, speech-motor, physiological, cognitive, and emotional factors all play significant roles (e.g., Conture & Walden, 2012). Common symptoms of stuttering are recurrent prolongations, reverberations, or blocks of sounds, syllables, phrases, or words, while simultaneous manifestations can include facial grimacing, tremors of muscles used in speech, and eye blinks, in addition to the evasion of words or circumstances that aggravate stuttering episodes (Maguire, Yeh, & Ito, 2012).Around 5% of children are affected by stuttering, also known as childhood-onset fluency disorder (American Psychiatric Association, 2013) or stammering. Overall, approximately 80-90% of stuttering starts at the age of 6 (Maguire et al., 2012), with an average age at onset of 30-36 months and a lifetime incidence of 5-8% (Erdemir, Walden, Jefferson, Choi, & Jones, 2018).Repeated communicative difficulties can have a negative influence on the lives of children who stutter (CWS;McAllister, 2016). CWS often appear to be shy, introverted, and not outgoing, as a result of the fear of being mocked by others, and they may be victims of aggression as a

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Effects of School on the Well-Being of Children and Adolescents

Cited by 36 publications

References 207 publications

Sugar-sweetened beverages increases the risk of hypertension among children and adolescence: a systematic review and dose–response meta-analysis

Sugar-sweetened beverages increases the risk of hypertension among children and adolescence: a systematic review and dose–response meta-analysis

Impact of health behaviours and deprivation on well-being in a national sample of English young people

School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

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