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The Role of Primary School Composition in the Trajectories of Internalising and Externalising Problems across Childhood and Adolescence

Papachristou, E; Flouri, E; Midouhas, E; Lewis, G; Joshi, H; (2019) The Role of Primary School Composition in the Trajectories of Internalising and Externalising Problems across Childhood and Adolescence. Journal of Abnormal Child Psychology 10.1007/s10802-019-00584-9. (In press). Green open access

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Abstract

There is little research on the role of school and its composition in explaining individual children's psychological outcomes. This study examined for the first time the role of several primary-school compositional characteristics, and their interactions with individual level characteristics, in the development of two such outcomes, internalising and externalising problems, at ages 7, 11 and 14 years in 4794 children in England participating in the Millennium Cohort Study. Using hierarchical (multilevel) linear models, we found that, even after adjusting for individual and family characteristics, children in schools with higher proportions of pupils eligible for free school meals had more externalising problems. In general, children with special educational needs, lower academic performance, more distressed mothers, and those in non-intact families had more internalising and externalising problems. Our results underline the importance of targeting schools with less affluent overall intakes, but also highlight the key role of individual and family characteristics in the development of their pupils' psychological functioning.

Type: Article
Title: The Role of Primary School Composition in the Trajectories of Internalising and Externalising Problems across Childhood and Adolescence
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s10802-019-00584-9
Publisher version: https://doi.org/10.1007/s10802-019-00584-9
Language: English
Additional information: This article is distributed under the terms of the Creative Commons At tribution 4.0 International License (http:/ / creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Keywords: England, Externalising problems, Internalising problems, Millennium cohort study, School composition, School effects
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Science
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Division of Psychiatry
URI: https://discovery.ucl.ac.uk/id/eprint/10082298
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