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The relationship between exclusion from school and mental health: a secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007

Published online by Cambridge University Press:  25 August 2017

T. Ford ,
C. Parker ,
J. Salim ,
R. Goodman ,
S. Logan  and
W. Henley
T. Ford*
Affiliation:
University of Exeter, Exeter, UK
C. Parker
Affiliation:
University of Exeter, Exeter, UK
J. Salim
Affiliation:
University of Exeter, Exeter, UK
R. Goodman
Affiliation:
Kings College London, London, UK
S. Logan
Affiliation:
University of Exeter, Exeter, UK
W. Henley
Affiliation:
University of Exeter, Exeter, UK
*
*Address for correspondence: T. Ford, Ph.D., FRCPsych, University of Exeter Medical School, South Cloisters, St Luke's Campus, Exeter EX1 2LU, UK. (Email: [email protected])
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Abstract

Background

Children with poor mental health often struggle at school. The relationship between childhood psychiatric disorder and exclusion from school has not been frequently studied, but both are associated with poor adult outcomes. We undertook a secondary analysis of the British Child and Adolescent Mental Health Surveys from 2004 and its follow-up in 2007 to explore the relationship between exclusion from school and psychopathology. We predicted poorer mental health among those excluded.

Method

Psychopathology was measured using the Strengths and Difficulties Questionnaire, while psychiatric disorder was assessed using the Development and Well-Being Assessment and applying Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM IV) criteria. Exclusion from school and socio-demographic characteristics were reported by parents. Multi-variable regression models were used to examine the impact of individual factors on exclusion from school or psychological distress.

Results

Exclusion from school was commoner among boys, secondary school pupils and those living in socio-economically deprived circumstances. Poor general health and learning disability among children and poor parental mental health were also associated with exclusion. There were consistently high levels of psychological distress among those who had experienced exclusion at baseline and follow-up.

Conclusions

We detected a bi-directional association between psychological distress and exclusion. Efforts to identify and support children who struggle with school may therefore prevent both future exclusion and future psychiatric disorder.

Keywords

Epidemiologyexclusionpsychiatric disorderpsychopathologyschool
Type
Original Articles
Information
Psychological Medicine , Volume 48 , Issue 4 , March 2018 , pp. 629 - 641
Copyright
Copyright © Cambridge University Press 2017 

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