Abstract
School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.
Highlights
The United Nations (UN) has identified 17 Sustainable Development Goals (SDGs) that are urgent and necessary to achieve peace and prosperity worldwide. Such SDGs focus on various themes, including economic development, equality, health, and education
SDG-3 and SDG-4 are targeted at good health and well-being and quality education, respectively [1]
The total average age was of 5.90 years (SD = 0.92); for the Caregiver-Teacher Report Form (C-Teacher Report Form (TRF)) sub-sample, the mean age was of 5 years (SD = 0.00), while for the TRF sub-sample, the mean age was of 6.56 years (SD = 0.655)
Summary
The United Nations (UN) has identified 17 Sustainable Development Goals (SDGs) that are urgent and necessary to achieve peace and prosperity worldwide. Such SDGs focus on various themes, including economic development, equality, health, and education. In general, and mental health, in particular, are critical components of the SDGs. The World Health Organization (WHO) defines health as a biopsychosocial state of well-being beyond the absence of disease [2]. The World Health Organization (WHO) defines health as a biopsychosocial state of well-being beyond the absence of disease [2] It is within this framework that the importance of mental health in the educational system is evident. Economic and social development are variables that determine the mental health of individuals, in the first years of life [4,5,6]
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