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School Contextual Features of Social Disorder and Mental Health Complaints—A Multilevel Analysis of Swedish Sixth-Grade Students
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).ORCID iD: 0000-0001-6606-2157
Stockholm University, Faculty of Social Sciences, The Swedish Institute for Social Research (SOFI). Institute for Futures Studies (IFFS), Sweden.
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
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2018 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 15, no 1, article id 156Article in journal (Refereed) Published
Abstract [en]

This study addressed school-contextual features of social disorder in relation to sixth-grade students' experiences of bullying victimization and mental health complaints. It investigated, firstly, whether the school's concentrations of behavioural problems were associated with individual students' likelihood of being bullied, and secondly, whether the school's concentrations of behavioural problems and bullying victimization predicted students' emotional and psychosomatic health complaints. The data were derived from the Swedish National Survey of Mental Health among Children and Young People, carried out among sixth-grade students (approximately 12-13 years old) in Sweden in 2009. The analyses were based on information from 59,510 students distributed across 1999 schools. The statistical method used was multilevel modelling. While students' own behavioural problems were associated with an elevated risk of being bullied, attending a school with a higher concentration of students with behavioural problems also increased the likelihood of being bullied. Attending a school with higher levels of bullying victimization and behavioural problems predicted more emotional and psychosomatic complaints, even when adjusting for their individual level analogues. The findings indicate that school-level features of social disorder influence bullying victimization and mental health complaints among students.

Place, publisher, year, edition, pages
2018. Vol. 15, no 1, article id 156
Keywords [en]
social disorganization theory, emotional, complaints, psychosomatic complaints, bullying, victimization, behavioural problems, school context, school climate, multilevel
National Category
Public Health, Global Health, Social Medicine and Epidemiology Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-151906DOI: 10.3390/ijerph15010156ISI: 000424121200155PubMedID: 29351244OAI: oai:DiVA.org:su-151906DiVA, id: diva2:1176147
Available from: 2018-01-20 Created: 2018-01-20 Last updated: 2018-04-03Bibliographically approved

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Modin, BittePlenty, StephanieBrolin Låftman, SaraBergström, MalinBerlin, MarieHjern, Anders
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Centre for Health Equity Studies (CHESS)The Swedish Institute for Social Research (SOFI)Department of Sociology
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International Journal of Environmental Research and Public Health
Public Health, Global Health, Social Medicine and EpidemiologyEducational Sciences

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