Abstract

ABSTRACTThe aim of the present study is to assess the association between problematic alcohol consumption in the family and youth alcohol consumption and to explore the extent to which this association is moderated by conditions in school in terms of schools’ degree of student focus. We use data from the Stockholm School Survey performed among 10,757 ninth grade students and the Stockholm Teacher Survey performed among 2,304 teachers in the same schools. Multilevel logistic regressions were performed. The results showed that problematic alcohol consumption in the family was associated with a higher likelihood of heavy drinking among adolescents. The association was weaker in schools with a strong student focus, indicating a compensatory effect of conditions in school.

Highlights

  • Adolescent alcohol consumption is common, a decline has been observed in recent years in several countries (Pape, Rossow, & Brunborg, 2018) including Sweden (Leifman, 2013; Raninen, Livingston, & Leifman, 2014)

  • Of the students included in the sample, 4.5 per cent were classified as heavy drinkers, i.e. they reported drinking alcohol corresponding to at least 18 cl liquor/a whole bottle of wine/4 big bottles of cider or 4 bottles of beer a couple of times a month or more often

  • In line with ideas derived from the effective school literature the results from this study suggest that problem behaviours, in particular among those from unfavorable home conditions, may be counteracted by striving towards an overall good learning environment characterized by a strong student focus

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Summary

Introduction

Adolescent alcohol consumption is common, a decline has been observed in recent years in several countries (Pape, Rossow, & Brunborg, 2018) including Sweden (Leifman, 2013; Raninen, Livingston, & Leifman, 2014). High alcohol consumption in youth has been linked with alcohol problems and dependence later in life (McCambridge et al, 2011; Norström & Pape, 2012), especially among those with early onset (Pitkänen, Lyyra, & Pulkkinen, 2005) and those from poorer social backgrounds (Due et al, 2011; Gauffin, Hemmingsson, & Hjern, 2013; Wells, Horwood, & Fergusson, 2004).

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