Exploring the Associations Between Symptoms of Anxiety and/or Depression and Adaptive School Functioning in Young School Children

Introduction:

Several studies have shown a reciprocal association between mental health problems and adaptive school functioning (i.e, social and academic) in young people. Depressive problems for example, might affect youth negatively in different life domains (e.g., lower academic performance, more peer and family problems), and anxious youth are at risk of problems like school absenteeism, academic underachievement and impaired psychosocial functioning. In addition, unsuccessful major academic efforts are associated with the development of depressive symptoms. Depressive and anxiety symptoms also often co-occur. Most studies investigating the relationship between mental health and adaptive school functioning have been targeting older school children (aged 13-18). Studies including younger children (aged 8-12) are currently lacking.

The aim of the present study is to investigate the relationships between self-reported anxiety and/or depressive symptoms in young children and the teachers report of psychological problems and adaptive school functioning. Increased knowledge on these associations might shape a foundation for early, targeted preventive efforts in a school setting.

Methods:

The present study is part of a large randomized controlled trial (RCT) in a school setting; “Early intervention Coping Kids”, aiming to reduce anxiety and depressive symptoms among children aged 8 to 12 years. Approximately 720 children from 36 primary schools in rural and urban areas of Norway were included in the study.

Children with a symptom level of one SD or more above mean on anxiety and/or depression as assessed through the self-report measures Multidimensional Anxiety Scale for Children (MASC-C) and the Mood and Feelings Questionnaire-short version (MFQ), participated in the study.

Teachers used the Achenbach System of Empirically Based Assessment (ASEBA): The Brief problem monitoring-teacher form (BPM-T) assessing internalizing, externalizing and attention problems and parts of Teacher`s Report Form (TRF) assessing academic performance and social adaptive functioning.

Results:

The children’s and teachers’ response rates were close to 100%. Results from descriptive statistics, correlation and controlled regression analyses will be presented.

Conclusion:

The study will convey important knowledge for the school environment when designing efforts to prevent the development of high levels of anxiety and/or depressive symptoms among young school children.