Socioeducational Status Research Articles

Beyond Averages: Unpacking Disparities in School-Based Vaccination Coverage in Eastern Sydney: An Ecological Analysis.

School vaccination programs are crucial for achieving high immunisation coverage among adolescents, but substantial disparities exist across schools and regions. This ecological study aimed to determine associations between school characteristics and vaccination coverage for diphtheria-tetanus-acellular pertussis (dTpa) and human papillomavirus (HPV) vaccines among year 7 students in southeastern Sydney. An analysis of data from 70 mainstream schools participating in the 2019 South Eastern Sydney Local Health District School Vaccination Program utilised quasi-Poisson regression models to assess associations between vaccination coverage and school attendance, socio-educational status, Aboriginal enrolments, language background other than English (LBOTE), school sector (government, Catholic, or independent), and coeducation status. Median school coverage was 88% for dTpa, 88% for HPV-girls, and 86% for HPV-boys, with interquartile ranges of 82-93%, 84-92%, and 78-91%, respectively. Higher school attendance was associated with increased dTpa vaccination coverage (PR 1.14, 95% CI 1.02-1.27). Single-sex schools showed higher HPV vaccination coverage compared to coeducational schools for both girls (PR 2.24, 95% CI 2.04-2.46) and boys (PR 1.89, 95% CI 1.72-2.08). No significant associations were found for ICSEA, Aboriginal enrolments, LBOTE, or school sector. School attendance and coeducational status significantly influenced vaccination coverage, with differential impacts on dTpa and HPV vaccines. These findings highlight the need for targeted strategies to address disparities in school-based vaccination programs. Research using qualitative methods could be useful to understand the beliefs and attitudes contributing to these disparities in vaccine uptake so that programs can be tailored to maximise participation.

IMPACT OF ACADEMIC MOBILITY ON THE DEVELOPMENT OF LOCAL TOURISM: POLITICAL AND LEGAL ASPECTS

The national development strategy of Kazakhstan in higher education is aimed at the internationalization of higher education and entry into the global educational space. In this regard, the academic mobility of students and academic staff is widely supported by the state and higher education institutions. This article analyses the impact of academic mobility on local tourism. The analysis of the main strategic documents and the current legislation in the field of tourism and higher education was carried out. Also, the basis of the research work was the reports of international organizations and non-governmental organizations in the field of tourism and higher education, special reports of experts, and the results of the research work of scientists. As a result of the study, it was shown that the development of local tourism is supported by the state and legal opportunities are created. It has been established that the approval of special economic zones in priority areas proposed by the government of the Republic of Kazakhstan is an opportunity for the development of local tourism by strengthening academic mobility in certain regions of the country. It was assumed that the creation of international campuses in some regions of the country would play an important role in the development of tourism. As a result, proposals were made to develop tourist and historical monuments, and nature reserves in the regions of Kazakhstan, and improve the economy of the regions and the socio-educational and cultural status of the population. Based on these findings, it is shown that the main strategy and legislation of the Republic of Kazakhstan in the field of tourism and higher education are formed correctly. However, it shows that active actions are required on the part of the executive authorities and higher education institutions in the implementation of legislation and state policy. In addition, it is expected that the results of this work will serve as a basis for researchers who conduct research on this topic.

The Effects of a Martial Arts-Based Intervention on Secondary School Students’ Self-Efficacy: A Randomised Controlled Trial

Physical activities are generally accepted as promoting important psychological benefits. However, studies examining martial arts as a form of physical activity and mental health have exhibited many methodological limitations in the past. Additionally, recent philosophical discussion has debated whether martial arts training promotes psychological wellbeing or illness. Self-efficacy has an important relationship with mental health and may be an important mechanism underpinning the potential of martial arts training to promote mental health. This study examined the effect of martial arts training on the psychological construct of self-efficacy. A total of 283 secondary school students with a mean age of 12.76 (SD = 0.68) years were recruited to complete a time-limited (10-session) martial arts intervention, which was examined using a randomised controlled trial. Univariate ANOVAs found that the intervention improved the experimental group’s self-efficacy compared to the control group, which was sustained at follow-up. Regression analysis indicated that socio-educational status moderated this outcome. These findings support the martial arts-based intervention’s potential to improve self-efficacy and promote wellbeing through physical activity. Martial arts training may be an efficacious psychosocial treatment that can be used as a complementary approach to promote mental health.

The Prevalence of Attention Deficit Hyperactivity Disorders in A Cluster of Primary Schools in the Ayawaso Submetro, Accra, Ghana

Background: Attention deficit hyperactivity disorder (ADHD) is a heterogeneous group of disorders characterized by a high level of inattentive, hyperactive and impulsive behaviour that begins in childhood. It is developmentally inappropriate and impairs thefunctional life of the affected child at home and at school. Although ADHD is a very common childhood developmental disorder, it is not given the attention it deserves in childhood disorders in Ghana. Children affected by ADHD present with numerous psychosocialproblems in the communities they live, wherever they find themselves, and in later life. These psychosocial problems include substance, child and sexual abuses. They also present a range of psychiatric and behavioural disorders e.g. suicides and homicides. They are prone to becoming school dropouts, armed robbers and prostitutes. The present study looked at the prevalence of ADHD in a cluster of primary schools in Accra, Ghana. This study is expected to give evidence for early secondary prevention.Methods: Using random sampling, 18 primary schools were selected from 58 primary schools in the Ayawaso sub metropolitan area in Accra, Ghana. Six out of the eighteen primary schools refused to take part in the study for various reasons. The final cohort of pupils,were from 12 schools with a total population of four hundred and four (404). Their ages ranged from 5 to 9 years. Parents, guardians and teachers were asked to complete the rating scores of symptoms of ADHD by Corners which is based on DSM-IV. The study alsoassessed the educational status of guardians and parents from the questionnaires.Results: The total number of ADHD males and females was forty (40) and thirty seven (37) respectively. The prevalence of ADHD in the males and female cohorts were ten percent (10%) and nine-point one percent (9.1%) respectively, making a total prevalence ofnineteen-point one percent (19.1%).Conclusion: The prevalence of ADHD in the selected primary schools was nineteen-point one percent (19.1%). The study also showed that lower socioeducational status may be a positive risk factor for ADHD.

Vegetation and vehicle emissions around primary schools across urban Australia: associations with academic performance

BackgroundEvolving evidence suggests that vegetation surrounding schools is beneficial to children's academic performance, however vehicle emissions are adversely related. Little is known about concurrent impacts of vegetation and vehicle emissions on academic performance. This study examined associations of vegetation and vehicle emissions near urban Australian primary schools with children's academic performance. MethodsVegetation within schoolyards and Euclidean buffers (100, 300 and 1000 m) was assessed using the Normalized Difference Vegetation Index (NDVI). Weighted road density (WRD) was computed for each buffer as a vehicle emissions proxy. Cross-sectional associations and mediating pathways between vegetation and vehicle emissions and standardized average academic scores in Literacy (Reading, Writing, Language Conventions) and Mathematics for Grades 3 and 5 attending 3745 primary schools in urban areas (population ≥10,000) of Australia in 2018 were assessed using generalised linear models adjusted for school socio-educational status. ResultsSignificant positive associations were found between vegetation and Reading in Grades 3 and 5, Mathematics in Grade 3 (all buffers), Writing in Grade 3 (100 and 300 m), and Language Conventions in Grades 3 and 5 (most buffers). Increased vehicle emissions were negatively associated with Reading and Mathematics in Grades 3 and 5 (most buffers), and Language Conventions in Grade 3 (300 and 1000 m) and Grade 5 (100–1000 m). Within 300 m, vehicle emissions partially mediated associations between vegetation with Mathematics in Grade 3 (proportion mediated, 21%), Reading and Language Conventions in Grade 5 (15%, 37% respectively). ConclusionsOur findings contribute to growing evidence that vegetation around primary schools is associated with higher achievement in Literacy and Mathematics, with partial mediation by vehicle emissions. Future studies should conduct on-site measurement of vehicle emissions and audit vegetation around schools to confirm findings and inform urban/school planners and school leaders on designing and modifying school environments to support learning.

Associations of traffic-related air pollution and greenery with academic outcomes among primary schoolchildren

BackgroundThere is preliminary evidence that greenery/greenspace around schools may be positively associated with children's cognitive development and academic outcomes, whereas traffic-related air pollution (TRAP) may have a detrimental effect. Few studies have examined pathways between both exposures and academic outcomes. This study aimed to assess associations between greenery, road traffic density (a proxy for TRAP) surrounding primary (elementary) schools, and academic achievement of primary schoolchildren in Melbourne, Australia. MethodsThis cross-sectional study examined mean academic scores in Years 3 and 5 for primary schools (n = 851) in Greater Melbourne. Scores were from the 2018 ‘National Assessment Program – Literacy and Numeracy’ (NAPLAN) in five domains: ‘Reading’; ‘Writing’; ‘Spelling’; ‘Grammar & Punctuation’ and ‘Numeracy’. Greenery was measured within school boundaries and surrounding Euclidean buffers (100, 300, 1000 and 2000 m) using the Normalized Difference Vegetation Index (NDVI). Measured TRAP proxies were weighted road density (WRD) within the buffers and distance to a major road. Generalised Linear Models were used to examine associations of greenery and TRAP with academic scores (adjusted for school socio-educational status), and to identify mediating pathways. ResultsGreenery was positively associated with Reading scores in Year 3 (all buffers except 2000 m) and in Year 5 (all buffers), with Numeracy in Years 3 and 5 (all buffers) and with Grammar & Punctuation in Year 5 (all buffers). WRD was inversely associated with Reading scores in Year 5 (all buffers), with Numeracy in Year 3 (all buffers) and Year 5 (300 and 1000 m buffers), and with Grammar & Punctuation in Year 3 (100 and 300 m buffers) and Year 5 (all buffers). Distance to a major road was not associated with any score. TRAP partially mediated associations of greenery within 300 m with Numeracy in Year 3 and Grammar & Punctuation in Year 5, and within 2000 m for Reading in Year 5. ConclusionsPreliminary evidence indicated that greenery around primary schools was positively associated with Reading, Numeracy and Grammar & Punctuation scores, with TRAP mediating some associations. Further research is required to improve TRAP exposure assessment around schools to verify these findings and inform town/school planners and educators regarding optimal school locations and environments for promoting learning.

Effectiveness of dynamic over static foot abduction brace and evaluation of impact of parental socioeducational status in the maintenance phase of clubfoot correction

Effectiveness of dynamic over static foot abduction brace and evaluation of impact of parental socioeducational status in the maintenance phase of clubfoot correction

РАЗВИВАЮЩИЙ ПОТЕНЦИАЛ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ СЕЛЬСКИХ ШКОЛ КРАСНОЯРСКОГО КРАЯ

The article discusses the results of the sociological research of the educational environment of schools in the Krasnoyarsk region and its impact on the development of the student's personality The theoretical basis of the article is the concept «social development situation» as well as the vector model of the educational environment. It is shown that the social situation of rural schoolchildren compared to urban characteristics are characterized by lower socio-educational status of parents, lower quality of education, limited contacts, poverty of cultural life. However, subjectively these differences are not perceived by the participants of the educational process, and their assessments of the educational environment are practically indistinguishable from the assessments of urban respondents. Features of the Krasnoyarsk region from other regions that participated in the study – the diversity of natural and geographical conditions, a fairly high index of socio-economic development, and the predominance of modern industries. As a result, there are marked differences in the assessment of the role and capabilities of the school, its functions, compared to representatives of other regions. The greatest differences in the assessment of different parameters of the environment are found in the assessments of different participants in the educational process – children, parents and teachers. It is noted that parents are extremely negative about many innovations in education, especially with regard to the introduction of the Single State Examination and the unification of rural schools, their actual destruction in the villages. In general, all participants in the educational process highly appreciate the tension of the educational environment of schools; and there were no significant differences in the assessment of this parameter between rural and urban schools. According to the participants of the educational process, the school creates the necessary conditions for the development of different abilities of students, development of life skills. Based on the analysis of the educational environment by the vector model, it was found that the educational environment of urban schools is shifted towards «career» and rural – «dogmatic» educational environment.

School achievement of deaf children ten years after cochlear implantation

ObjectiveThis longitudinal study examines school achievement in terms of grade failures among deaf children ten years after cochlear implantation according to the children's age, language skills, intelligibility and parental socio-educational status. MethodsThe participants were 50 deaf children, the mean age at implantation was 3,7 years, with a standard deviation of 1,3 years. Data were collected at two time points: 5 and 10 years after implantation (CI+5 and CI+10). ResultsResults showed that at CI+10 only 18% of the subjects were in the expected class for their age. Early cochlear implantation, a high level of parental education, good speech intelligibility and language skills in comprehension and expression at CI+5 and CI+10 improved school achievement at CI+10. A logistic regression suggested that parental education and age at implantation were predictive factors for grade failure. ConclusionThese results indicate that early cochlear implantation and high parental education levels are protective factors against schooling delays in deaf children after cochlear implantation.

La evolución de la desigualdad del estado nutricional al sur de la Comunidad Valenciana: un análisis antropométrico de Elche y Orihuela entre 1840 y 1984

many studies have used anthropometric data to approach the evolution of the net nutritional status but those focused on its socioeconomic differentials over time are still a few in Spain. to analyze the evolution of nutritional inequalities in the long run by using a sample of male statures from the Spanish towns of Elche and Orihuela. we use anthropometric and sociodemographic data entailed to conscripts aged 19-21 who were born between 1840 and 1964 and were measured between 1860 and 1984. Anthropometric inequalities are approached by analyzing height percentiles series, variation coefficient series as well as height series by socio-educational status: literate, illiterate and students. there is a solid association between low height averages (poor nutritional status) and more heterogeneous height distribution (higher inequality). The highest values of the variation coefficient as well as the larger differences by socio-educational status are found during the central decades of the 19th century and during the context of the Spanish Civil War and the first postwar decade. nutritional inequalities as reflected by heights decreased from very high levels prior to the nutrition and epidemiological transitions moderate levels during such transitions. Nevertheless, an increase in nutritional inequality is found among the cohorts born during the decade of the 1940s which were fully or partially raised during the advanced stage of the nutrition transition.

Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors.

With the rise of large-scale academic assessment programs around the world, there is a need to better understand the factors predicting students’ achievement in these assessment exercises. This investigation into national numeracy assessment drew on ecological and transactional conceptualizing involving student, student/home, and school factors. Student factors comprised mathematics ability, gender, and year group. Student/home factors comprised mathematics tutoring, mathematics competition participation, computer support for mathematics, and practice mathematics tests. School factors included school-average mathematics ability, school-average practice mathematics tests and competition participation, and socioeducational status. These educational ecology factors were modeled as predictors of mathematics motivation. In turn, educational ecology factors and mathematics motivation were modeled as predictors of numeracy achievement. Data were drawn from N = 12,736 Australian elementary (Years 3 and 5) and secondary (Years 7 and 9) school students from 231 schools participating in a national numeracy assessment exercise. Multilevel structural equation modeling revealed that student and student/home factors (Level 1) and school factors (Level 2) explained significant variance in student- and school-level mathematics motivation. In turn, these factors explained significant variance in student- and school-level numeracy achievement. Findings hold implications for the nature, breadth, and depth of efforts aimed at improving mathematics motivation and numeracy achievement in large-scale assessment programs. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

La comorbidité psychiatrique de l’anorexie mentale : une étude comparative chez une population de patients anorexiques français et grecs

ObjectiveThe current study had two objectives: (1) to access the psychiatric comorbidity in axis I and axis II (according to DSM-IV) of anorexia nervosa in a sample of 60 anorexic patients; (2) to compare the features of the psychiatric comorbidity between the two groups of French and Greek anorexic patients who participated in the study, as well as to compare some psychological and behavioral aspects of their anorectic psychopathology. MethodSixty anorexic patients, thirty French and thirty Greek, aged between 18 and 60 years, referred for evaluation and therapy at the unit of eating disorders at the “Institut national Marcel-Rivière of the MGEN” (hôpital de La Verrière, France) and at the unit of eating disorders of the First Department of Psychiatry of EGINITIO University Psychiatric Hospital in Athens (Greece), were accessed with the Eating Attitudes Test-26 (EAT26), Eating Disorder Inventory (EDI), Symptom Checklist-90-Revised (SCL90R), Mini International Neuropsychiatric Interview, Version 5.0.0 and the International Personality Disorder Examination. ResultsThe comparison between the Greek and French patient populations did not show significant differences in age, socio-educational status, family status and BMI. French patients were hospitalized more regularly than Greek patients (χ2 (1)=6.65, P=0.01) and psychotropic drug therapy was more common in French anorexic patients (χ2 (1)=4.59, P=0.06). The results of the EAT 26 questionnaire in Greek and French patients show an average of 34.93 (±18.54) in total, with no statistically significant difference between the two groups. The results of EDI show a statistically significant difference between the two groups in the subscale 3 (body dissatisfaction) in which the Greeks scored on average at 9.40 and the French at 14.90 (t (58)=3.09, P<0.01). According to the results of the MINI scale, 47% of the patients in our total sample had a restrictive anorexia nervosa and 47% had anorexia nervosa of binge-eating/purging type. The most frequent comorbid disorder was the major depressive episode (40%) and the obsessive compulsive disorder (18.3%). The only statistically significant difference between the two groups was the frequency of the major depressive episode, which appeared statistically higher among the French (χ2 (1)=6.94, P=0.01). According to the results of IPDE, 73.3% of patients in total (76.6% of the French and 70% of the Greeks) showed a personality disorder. The most common personality disorder was borderline personality disorder (40%), followed by obsessive-compulsive personality disorder (26.6%) and avoidant personality disorder (21.7%), with no statistically significant differences between the two groups. DiscussionThe profile of anorexic patients who are addressed to the specialized units of eating disorders in both cities (Paris, Athens) had many points in common (demographic parameters, BMI, subtype of anorexia). The results of the EAT-26 and EDI questionnaires did not differ between the two groups, except for the EDI questionnaire subscale 3, which showed body dissatisfaction, where the French had higher scores; this fact underlines the influence of cultural factors on some psychological and behavioral aspects of the psychopathology of the anorexia nervosa. The rates of comorbidity of anorexia nervosa in axis I and axis II found in our study are in agreement with data from various literature reviews and studies in the recent years. The most interesting point of the comorbidity comparison on axis I between the two groups of patients concerns the difference in the frequency of the major depressive episode, for which the results show higher rates in French patients. We can consider that this finding follows the general trend of mood disorder rates in Western countries and we can assume an explanation based on cultural influences. Finally, we can consider that the differences concerning the hospitalization of French patients in a more regular way than Greek patients and the higher rates of psychotropic treatment in French patients reflect the differences in the health systems between the two countries. ConclusionOur study has shown high rates of major depressive episode, as well as personality disorders. There were statistically significant differences in four parameters between our two patient groups, explained by the influence of cultural factors.

Assessment of Socio-Educational Status of Irula Tribe School Students in Coimbatore, Tamil Nadu

The aim of the study is to assess the socio-educational status of Irula tribe middle adolescent school students in the hilly hamlets of Kunjapanai and Anakati, the most backward regions of Coimbatore district of Tamil Nadu. The study focuses on 6 areas namely, School Curriculum, Parental Role, Sports, Sanitation, Awareness and Abuse. The Findings and recommendations of the study have been documented. The key highlights of the study admits that majority (~74%) of the students rate their school as ‘Average’ due to the poor infrastructure; Didactic mode of teaching is still dominant; Parents role is minimal in their children’s academics; No formal exposure to Sports is available for students, even though ~64% of them prefers to participate in sports and games; Lack of toilet facility, cleanliness and maintenance compels the students to opt for practicing the open defecation; Majority of students don’t have appropriate awareness regarding their career growth. Lastly, almost (~96%) of the students has been subjected to Corporal Punishment in one-way or the other. These need of the students’ voices for proactive intervention of Panchayat, NGOs and local bodies to ameliorate the condition.

Chronic Functional Constipation and Encopresis in Children in Relationship with the Psychosocial Environment.

Functional constipation is an issue for both the patient and his/her family, affecting the patient's psychoemotional balance, social relations, and their harmonious integration in the school environment. We aimed to highlight the connection between chronic constipation and encopresis and the patient's psychosocial and family-related situation. Material and Method. 57 patients with ages spanning from 6 to 15 were assessed within the pediatric gastroenterology ward. Sociodemographic, medical, and psychological data was recorded. The collected data was processed using the SPSS 20 software. Results. The study group consisted of 57 children diagnosed with encopresis (43 boys (75.44%) and 14 girls (24.56%)), M = 10.82 years. It was determined that most of the children came from urban families with a poor socioeducational status. We identified a level of studies of 11.23 ± 5.56 years in mothers, while fathers had an average number of 9.35 ± 4.53 years of study. We also found a complex relationship between encopretic episodes and school performances (F = 7.968, p = 0.001, 95% Cl). Children with encopresis were found to have more anxiety/depression symptoms, greater social problems, more disruptive behavior, and poorer school performance. Conclusions. The study highlights the importance of the family environment and socioeconomic factors in manifestations of chronic constipation and encopresis.

The effect of age of acquisition, socioeducational status, and proficiency on the neural processing of second language speech sounds

This study investigates the role of age of acquisition (AoA), socioeducational status (SES), and second language (L2) proficiency on the neural processing of L2 speech sounds. In a task of pre-attentive listening and passive viewing, Spanish–English bilinguals and a control group of English monolinguals listened to English syllables while watching a film of natural scenery. Eight regions of interest were selected from brain areas involved in speech perception and executive processes. The regions of interest were examined in 2 separate two-way ANOVA (AoA×SES; AoA×L2 proficiency). The results showed that AoA was the main variable affecting the neural response in L2 speech processing. Direct comparisons between AoA groups of equivalent SES and proficiency level enhanced the intensity and magnitude of the results. These results suggest that AoA, more than SES and proficiency level, determines which brain regions are recruited for the processing of second language speech sounds.

THU0574-HPR A Questionnaire Assessment of Knowledge about Methotrexate of Patients with Rheumatoid Arthritis

BackgroundMethotrexate is the reference treatment for rheumatoid arthritis (RA). It has potentially serious side effects which can be prevented by an improvement in patient's information.ObjectivesTo assess the knowledge of patients...

A critical cultural inquiry into insider issues in South Korean art education

Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts’ impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in marginal contexts. This will be done by reviewing a critical cultural inquiry into art education practice in South Korea. Two interpretive analyses of individual teachers’ life stories have disclosed the practitioners’ relationships to established power dynamics between the dominant practice and a developing alternative practice network within the system. The discussion focuses on the inherent contradictions and opportunities identified within the context of Korean education. This paper provides cultural resources for conscious professional transformation of practitioners and contributes to broader discussions on the socio-educational status of art in education.

Parental educational level influence on memory and executive performance in children

IntroductionThe influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. ObjectiveThe aim of this study was to explore the relationship between PES and several domains of cognitive functioning and examine, through mediation analyses, the relationship between PES, language, and cognitive tasks. MethodWe first administered tasks measuring memory, executive and attentional abilities to 64 European native French speakers, divided into two groups of children according to parents’ educational status. ResultsThe results suggest that, on most tasks, the effect of socio-educational status is mediated by language abilities. However, because the results were less clear for executive functions, we carried out a second experiment in which we administered more specific executive measures (i.e. inhibition, cognitive flexibility, updating and reasoning) to 80 children. ConclusionThe results confirmed the influence of the parents’ educational status on the executive functioning and also that, contrary to other cognitive functions, this influence on executive tasks is not completely explained by language differences.

Associations between adolescent socioeducational status and use of snus and smoking

BackgroundFindings from studies on the association between smoking and socioeconomic status are mixed. While adolescent smoking is reduced in many countries, use of smokeless tobacco seems to increase. Associations between...

Social Factors Associated with History of Sexual Assault Among Ethnically Diverse Adolescents

We examine the association of adolescents' self-reported sexual assault victimization with their living arrangements, parent's education, and plans for college. Participants included 1,634 ethnically-diverse and economically-disadvantaged high school students in southeast Texas. Lifetime history of forced sexual assault was reported by 8.3% of girls and 9% of boys. No association with gender, age, or parent's education was detected. However, adolescents in non-traditional households (living with one parent, grandparents, or other) were more likely to report rape than youth living with both parents. Adolescents who were one race/ethnicity were less likely to report being raped than those in the multiple race category. Sexual assault intervention programs should account for a teenager's living situation; and prevention efforts may benefit from targeting individuals in non-traditional households. The lack of an association with either gender or socio-educational status indicates that all children are at risk and that school-based programs should be broadly targeted.