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Relationships between students’ mental health and their perspectives of life at school

Helen Askell-Williams (School of Education, Flinders Educational Futures Research Institute, Flinders University, Adelaide, Australia)
Michael J. Lawson (School of Education, Flinders Educational Futures Research Institute, Flinders University, Adelaide, Australia)

Health Education

ISSN: 0965-4283

Article publication date: 1 June 2015

2559

Abstract

Purpose

The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia.

Design/methodology/approach

The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events).

Findings

The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences.

Research limitations/implications

Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered.

Practical implications

The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health.

Social implications

This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions.

Originality/value

This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.

Keywords

Acknowledgements

This research was supported by an Australian Research Council-Linkage Project Grant (2007-2009) LP0775094.

Citation

Askell-Williams, H. and Lawson, M.J. (2015), "Relationships between students’ mental health and their perspectives of life at school", Health Education, Vol. 115 No. 3/4, pp. 249-268. https://doi.org/10.1108/HE-02-2014-0007

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited

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