Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

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Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health. / Badger, Julia; Zaneva, Mirela; Hastings, Richard et al.
Yn: Children, Cyfrol 10, Rhif 12, 1852, 25.11.2023.

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

HarvardHarvard

Badger, J, Zaneva, M, Hastings, R, Broome, MR, Hayes, R, Patterson, P, Rose, N, Clarkson, S, Hutchings, J & Bowes, L 2023, 'Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health', Children, cyfrol. 10, rhif 12, 1852. https://doi.org/10.3390/children10121852

APA

Badger, J., Zaneva, M., Hastings, R., Broome, M. R., Hayes, R., Patterson, P., Rose, N., Clarkson, S., Hutchings, J., & Bowes, L. (2023). Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health. Children, 10(12), Erthygl 1852. https://doi.org/10.3390/children10121852

CBE

Badger J, Zaneva M, Hastings R, Broome MR, Hayes R, Patterson P, Rose N, Clarkson S, Hutchings J, Bowes L. 2023. Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health. Children. 10(12):Article 1852. https://doi.org/10.3390/children10121852

MLA

VancouverVancouver

Badger J, Zaneva M, Hastings R, Broome MR, Hayes R, Patterson P et al. Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health. Children. 2023 Tach 25;10(12):1852. doi: 10.3390/children10121852

Author

Badger, Julia ; Zaneva, Mirela ; Hastings, Richard et al. / Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health. Yn: Children. 2023 ; Cyfrol 10, Rhif 12.

RIS

TY - JOUR

T1 - Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health

AU - Badger, Julia

AU - Zaneva, Mirela

AU - Hastings, Richard

AU - Broome, Matthew R

AU - Hayes, Rachel

AU - Patterson, Paul

AU - Rose, Naomi

AU - Clarkson, Suzy

AU - Hutchings, Judy

AU - Bowes, Lucy

PY - 2023/11/25

Y1 - 2023/11/25

N2 - Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used from 4727 children aged 6–11 years, from 57 primary schools across England and Wales. The child data included previous bullying involvement and bullying role characteristics (bully, victim, bully–victim, reinforcer, defender, outsider), and the teacher-reported data included each child’s mental health (emotional symptoms and externalizing) problems. School-level disadvantage was calculated from the proportion of children in the school eligible to receive free school meals (an indicator of disadvantage). Children in more disadvantaged schools were more likely to report being bully perpetrators, bully–victims, and engage less in defending behaviors during a bullying incident. Children from more disadvantaged schools who reported bullying others showed fewer emotional symptoms than those from less disadvantaged schools. There was no other evidence of moderation by school-level disadvantage between bullying roles and emotional and externalizing problems. The findings highlight the potential for school-based interventions targeting children’s emotional and social development, targeting bullying, and promoting defending behaviors, particularly in more disadvantaged settings.

AB - Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used from 4727 children aged 6–11 years, from 57 primary schools across England and Wales. The child data included previous bullying involvement and bullying role characteristics (bully, victim, bully–victim, reinforcer, defender, outsider), and the teacher-reported data included each child’s mental health (emotional symptoms and externalizing) problems. School-level disadvantage was calculated from the proportion of children in the school eligible to receive free school meals (an indicator of disadvantage). Children in more disadvantaged schools were more likely to report being bully perpetrators, bully–victims, and engage less in defending behaviors during a bullying incident. Children from more disadvantaged schools who reported bullying others showed fewer emotional symptoms than those from less disadvantaged schools. There was no other evidence of moderation by school-level disadvantage between bullying roles and emotional and externalizing problems. The findings highlight the potential for school-based interventions targeting children’s emotional and social development, targeting bullying, and promoting defending behaviors, particularly in more disadvantaged settings.

U2 - 10.3390/children10121852

DO - 10.3390/children10121852

M3 - Article

VL - 10

JO - Children

JF - Children

SN - 2227-9067

IS - 12

M1 - 1852

ER -