School difficulties in immigrant adolescent students and roles of socioeconomic factors, unhealthy behaviours, and physical and mental healthReport as inadecuate




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BMC Public Health

, 12:453

First Online: 19 June 2012Received: 04 January 2012Accepted: 06 June 2012DOI: 10.1186-1471-2458-12-453

Cite this article as: Chau, K., Baumann, M., Kabuth, B. et al. BMC Public Health 2012 12: 453. doi:10.1186-1471-2458-12-453

Abstract

BackgroundSchool is a multi-cultural setting where students need social, material, physical, and mental resources to attain school achievement. But they are often lacking, especially for immigrant students. In an early adolescence context, this study assessed risk for school difficulties among European and non-European immigrants and the roles of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours.

MethodsThis cross-sectional study included 1,559 middle-school adolescents from north-eastern France, who completed a self-administered questionnaire including socioeconomic characteristics gender, age, family structure, father’s occupation, and family income, WHO-Quality of life measuring the four dimensions physical health, psychological health, social relationships, and living environment, unhealthy behaviours last-30-day uses of tobacco, alcohol, cannabis, and other illicit drugs and no regular sports-physical activities, grade repetition, low school performance <10-20, and school dropout ideation at 16 years. Data were analyzed using logistic models.

ResultsGrade repetition affected 14.8% of students, low school performance 8.2%, and school dropout ideation 3.9%. European immigrants had a higher risk for grade repetition only with a gender-age-adjusted odds ratio OR of 2.44, vs. French students. This odds ratio decreased to 1.76 contribution 47% with further adjustment for all confounders family structure, father’s occupation, family income, physical health, psychological health, social relationships, living environment, and unhealthy behaviours. Non-European immigrants had a statistically higher risk for all grade repetition, low school performance, and school dropout ideation with ORs of 3.29, 3.02, and 3.42, respectively vs. French students. These odds ratios decreased to 1.76, 1.54, and 1.54, respectively contributions 66%, 73%, and 78% with further adjustment for all confounders.

ConclusionsCompared with French students, European immigrant students were more affected only by grade repetition while non-European immigrant students by all grade repetition, low school performance, and school dropout ideation. The contribution of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours was very high and much higher for non-European than for European immigrant students. Public policy should focus on these factors and services to reduce school difficulties.

KeywordsSchool difficulties European immigrants Non-European immigrants Family characteristics Socioeconomic status Quality of life Health-related behaviours  Download fulltext PDF



Author: Kénora Chau - Michèle Baumann - Bernard Kabuth - Nearkasen Chau

Source: https://link.springer.com/







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