School functioning and internalizing problems in young schoolchildren

Marit Løtveit Pedersen,Simon-Peter Neumer,Kristin Martinsen,Stian Lydersen,Frode Adolfsen,Anne Mari Sund,Solveig Holen

doi:10.1186/s40359-019-0365-1

Abstract

BackgroundSymptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms. Youth with such symptoms are at greater risk for poor academic achievement, school non-completion, and future mental health problems, all of which, lead to public health consequences and costs to society. The aim of the current study was to investigate associations between young school children’s internalizing symptoms and school functioning, as assessed separately by the teachers and the children.MethodsThis study is a cross-sectional study including children (N = 750. 58% girls) from the ages of 8–12 years with elevated levels of self-reported symptoms of anxiety (MASC-C) and/or depression (SMFQ). Teachers reported the academic achievement, school adaptation (TRF) and internalizing symptoms (BPM-T) of the children. Associations were analyzed using linear regression analyses.ResultsBoth teacher-reported internalizing symptoms and children’s self-reported depressive symptoms were associated with poor academic achievement and school adaptation, while self-reported symptoms of anxiety were not. Symptoms of depression as assessed by the children were associated with teacher-rated internalizing symptoms, while self-reported symptoms of anxiety were not.ConclusionWe found negative associations between school functioning and internalizing symptoms, as assessed by both the teachers and the children. The dual findings strengthen the validity of these relationships. Thus, prevention of depressive and anxiety symptoms in children may lead to positive changes in school domains such as academic achievement and school adaptation. The weak and non-significant associations between teacher-rated internalizing problems and children`s self-report on depression- and anxiety symptoms respectively, indicate that teachers may have difficulties recognizing children with these symptoms.Trial registrationClinical Trials NCT02340637, Registered on June 12, 2014, Retrospectively registered.

Highlights

Symptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms
We studied the associations between internalizing symptoms as assessed by the teachers and children with elevated symptom levels of anxiety and depression, as well as how their internalizing symptoms were associated with school functioning
More girls (58%) than boys participated in the study

Summary

Introduction

Symptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms. Youth with such symptoms are at greater risk for poor academic achievement, school non-completion, and future mental health problems, all of which, lead to public health consequences and costs to society. The aim of the current study was to investigate associations between young school children’s internalizing symptoms and school functioning, as assessed separately by the teachers and the children. Good school functioning is important from a life course perspective, both for the individual, in terms of their health and school education [1] and for society, in terms of work employment and reduced societal costs [2]. The long-term implications of academic achievement can be both positive, e.g. academic career and employment possibilities when school performance is good, and (2019) 7:88 negative, e.g. mental health problems, school dropout and unemployment when school performance is poor [1, 9, 10]

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