학술논문
Moderators of an intervention on emotional and behavioural problems: household- and school-level parental education
Document Type
Report
Author
Source
European Journal of Public Health. December 2022, Vol. 32 Issue 6, p864, 7 p.
Subject
Language
English
ISSN
1464-360X
Abstract
Introduction Poor mental health among school-aged children, including emotional and behavioural problems, is a global public health concern. 1 Without intervention, emotional and behavioural problems that develop during elementary school [...]
Background: Children of lower-educated parents and children in schools with a relatively high percentage of peers with lower-educated parents (lower parental education schools) are more likely to develop emotional and behavioural problems compared to children in higher-educated households and schools. Universal school-based preventive interventions, such as the Good Behaviour Game (GBG), are generally effective in preventing the development of emotional and behavioural problems, but information about potential moderators is limited. This study examined whether the effectiveness of the GBG in preventing emotional and behavioural problems differs between children in lower- and higher-educated households and schools. Methods: Using a longitudinal multi-level randomized controlled trial design, 731 children ([M.sub.age] = 6.02 towards the end of kindergarten) from 31 mainstream schools (intervention arm: 21 schools, 484 children; control arm: 10 schools, 247 children) were followed annually from kindergarten to second grade (2004-2006). The GBG was implemented in first and second grades. Results: Overall, the GBG prevented the development of emotional and behavioural problems. However, for emotional problems, the GBG-effect was slightly more pronounced in higher parental education schools than in lower parental education schools ([B.sub.higher parental education schools] = -0.281, P
Background: Children of lower-educated parents and children in schools with a relatively high percentage of peers with lower-educated parents (lower parental education schools) are more likely to develop emotional and behavioural problems compared to children in higher-educated households and schools. Universal school-based preventive interventions, such as the Good Behaviour Game (GBG), are generally effective in preventing the development of emotional and behavioural problems, but information about potential moderators is limited. This study examined whether the effectiveness of the GBG in preventing emotional and behavioural problems differs between children in lower- and higher-educated households and schools. Methods: Using a longitudinal multi-level randomized controlled trial design, 731 children ([M.sub.age] = 6.02 towards the end of kindergarten) from 31 mainstream schools (intervention arm: 21 schools, 484 children; control arm: 10 schools, 247 children) were followed annually from kindergarten to second grade (2004-2006). The GBG was implemented in first and second grades. Results: Overall, the GBG prevented the development of emotional and behavioural problems. However, for emotional problems, the GBG-effect was slightly more pronounced in higher parental education schools than in lower parental education schools ([B.sub.higher parental education schools] = -0.281, P