Re-Engagement of Early Adolescents with Severe School Issues in School/Professional Project Reduces School-Behavior-Health Problems

Autor/inn/en	Chau, Kénora; Brard, Emmanuelle; Riff, Maria
Titel	Re-Engagement of Early Adolescents with Severe School Issues in School/Professional Project Reduces School-Behavior-Health Problems
Quelle	In: Journal of School Health, 93 (2023) 4, S.313-323 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chau, Kénora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13265
Schlagwörter	Foreign Countries; Middle School Students; Early Adolescents; Learner Engagement; Attendance; Child Health; Sleep; Depression (Psychology); Social Support Groups; Intervention; Program Effectiveness; Student Behavior; Suicide; Mental Health; Socioeconomic Status; Age Differences; France + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Anwesenheit; Schlaf; Social support; Soziale Unterstützung; Student behaviour; Schülerverhalten; Selbstmord; Psychohygiene; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Frankreich
Abstract	Background: In France, 3.2 million middle-school students have serious/persistent school difficulties and are re-engaged in adapted-general/vocational-education class (AGVEC), created to early re-engage them in school/professional projects. We assessed the AGVEC's benefits for school-behavior-health-related difficulties (SBHDs). Methods: This population-based study compared 83 AGVEC students (mean age = 14.4 ± 1.1) with 1559 regular-class students (mean age = 13.5 ± 1.3) from north-eastern France. They completed a questionnaire collecting socioeconomic features and SBHDs. The data were analyzed using logistic regression models and Kaplan-Meier estimates. Results: The AGVEC students had similar academic performance but fewer school absences due to health problems, less sleep difficulty, fewer depressive symptoms, and more social support as compared with regular-class students: sex-age-class-level-adjusted odds ratio (saclOR) 0.31-0.56 (p < 0.05/0.001). The AGVEC students had fewer skipping school, better health status, less sleep difficulty, fewer depressive symptoms, fewer suicide ideation/attempt, and more social support as compared with regular-class students with low academic performance: saclOR 0.22-0.52 (most with p < 0.01). Socioeconomic features played modest roles. The benefits for depressive symptoms and suicide attempt increased with age since age 10. Conclusions: Re-engagement in the AGVEC is particularly effective in reducing SBHDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01