期刊
SCHOOL MENTAL HEALTH
卷 14, 期 3, 页码 776-788出版社
SPRINGER
DOI: 10.1007/s12310-022-09502-9
关键词
Mental wellbeing; Resilience; Family support; School support; Peer support; Children and adolescents
资金
- Sefton Council
Globally, mental disorders are the leading cause of disability in children and adolescents. Previous research has shown that supportive relationships are crucial for children's mental health, especially for those who have experienced adversity. This study found that family adult support, school adult support, and school peer support were all independently associated with mental wellbeing in children. The number of sources of support had a cumulative protective effect on low mental wellbeing. Peer support was particularly important, with a similar impact as the other two types of support. The findings highlight the importance of schools in fostering positive relationships for children's mental health and resilience.
Globally, mental disorders are the leading cause of disability in children and adolescents. Previous research has demonstrated that supportive relationships are a key protective factor against poor mental health in children, particularly amongst those who have experienced adversity. However, fewer studies have examined the relative impact of different types of supportive relationships. The current study examined the association between level of family adult support, school adult support, and school peer support and mental wellbeing in a sample of children (age 8-15 years, N = 2,074) from schools in the UK. All three sources of support were independently associated with mental wellbeing. Analyses demonstrated a graded relationship between the number of sources of support and the odds of low mental wellbeing (LMWB), reflecting a cumulative protective effect. While all three sources of support were best, it was not vital, and analyses demonstrated a protective effect of school sources of support on LMWB amongst children with low family support. Peer support was found to be particularly important, with prevalence of LMWB similar amongst children who had high peer support (but low family and school adult support), and those who had high family and school adult support, (but low peer support), indicating that high peer support has an equivalent impact of two other protective factors. Findings from the study highlight the crucial context schools provide in fostering positive peer relationships and supportive teacher-student relationships to promote mental health and resilience for all children, including both those with and without supportive home environments.
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