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School Contextual Features of Social Disorder and Mental Health Complaints—A Multilevel Analysis of Swedish Sixth-Grade Students

Author

Listed:
  • Bitte Modin

    (Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden)

  • Stephanie Plenty

    (Institute for Futures Studies (IFFS), SE-111 31 Stockholm, Sweden
    Swedish Institute for Social Research, SE-106 91 Stockholm, Sweden)

  • Sara B. Låftman

    (Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden)

  • Malin Bergström

    (Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden)

  • Marie Berlin

    (National Board of Health and Welfare, SE-106 30 Stockholm, Sweden
    Department of Sociology, Stockholm University, SE-106 91 Stockholm, Sweden)

  • Per A. Gustafsson

    (Department of Clinical and Experimental Medicine (IKE) and Center for Social and Affective Neuroscience (CSAN), Linköping University, SE-581 83 Linköping, Sweden)

  • Anders Hjern

    (Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden)

Abstract

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.

Suggested Citation

  • Bitte Modin & Stephanie Plenty & Sara B. Låftman & Malin Bergström & Marie Berlin & Per A. Gustafsson & Anders Hjern, 2018. "School Contextual Features of Social Disorder and Mental Health Complaints—A Multilevel Analysis of Swedish Sixth-Grade Students," IJERPH, MDPI, vol. 15(1), pages 1-12, January.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:1:p:156-:d:127789
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    References listed on IDEAS

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    1. Curt Hagquist, 2008. "Psychometric Properties of the PsychoSomatic Problems Scale: A Rasch Analysis on Adolescent Data," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 86(3), pages 511-523, May.
    2. Wendy Craig & Yossi Harel-Fisch & Haya Fogel-Grinvald & Suzanne Dostaler & Jorn Hetland & Bruce Simons-Morton & Michal Molcho & Margarida Mato & Mary Overpeck & Pernille Due & William Pickett, 2009. "A cross-national profile of bullying and victimization among adolescents in 40 countries," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 54(2), pages 216-224, September.
    3. Bitte Modin & Sara B. Låftman & Viveca Östberg, 2017. "Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden," IJERPH, MDPI, vol. 14(12), pages 1-13, December.
    4. Sara B. Låftman & Viveca Östberg & Bitte Modin, 2017. "School Leadership and Cyberbullying—A Multilevel Analysis," IJERPH, MDPI, vol. 14(10), pages 1-10, October.
    5. Sara B. Låftman & Bitte Modin, 2017. "Peer Victimization among Classmates—Associations with Students’ Internalizing Problems, Self-Esteem, and Life Satisfaction," IJERPH, MDPI, vol. 14(10), pages 1-10, October.
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    Cited by:

    1. Sara Brolin Låftman & Joacim Ramberg & Bitte Modin, 2020. "School Ethos and Recurring Sickness Absence: A Multilevel Study of Ninth-Grade Students in Stockholm," IJERPH, MDPI, vol. 17(3), pages 1-11, January.

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