Linear regression results of the association between school-related factors and trends in DS among adolescents aged about 15 years.

Linear regression results of the association between school-related factors and trends in DS among adolescents aged about 15 years.</p

Logistic regression results of the association between school-related factors and trends in SI among adolescents aged about 15 years.

Logistic regression results of the association between school-related factors and trends in SI among adolescents aged about 15 years.</p

Mean score of school factors by SES over years.

a) School liking b) Participation c) Parental school support d) Teachers’ support, e) School physical environment. (TIF)</p

Distribution of mean scores of mental health problems by year of survey and SES.

(a) psychosomatics symptoms, (b) depressive symptoms, (c) suicidal ideations, (d) suicide attempts.</p

Linear regression results of the association between school-related factors and trends in PSS among adolescents aged about 15 years.

Linear regression results of the association between school-related factors and trends in PSS among adolescents aged about 15 years.</p

Logistic regression results of the association between school-related factors and trends in SA among adolescents aged about 15 years.

Logistic regression results of the association between school-related factors and trends in SA among adolescents aged about 15 years.</p

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AimThe aim of this study is to investigate the extent to which school-related factors, such as school liking, participation in decision-making, school-related parental support, teachers’ support, and school physical environment, explain trends in mental health problems. The problems considered are psychosomatic symptoms (PSS), depressive symptoms (DS), suicidal ideations (SI), and suicide attempts (SA) among Swedish adolescents of varying socioeconomic status (SES) from 2004 to 2020.MethodsWe analyzed data collected through repeated cross-sectional surveys from 19,873 15-year-old students at schools in a county in Sweden. Boys and girls each constituted 50% of the participants. We fitted linear and logistic regression models to investigate associations between the school-related factors and trends in mental health problems.ResultsIncreased school-related parental support and school liking were cross-sectionally associated with decreased PSS, DS and SI, with school liking also associated with decreased SA. Conducive school physical environment was also found to be cross-sectionally associated with lower PSS and DS scores. Over time, mental health problems have shown a general increase among adolescents in the low SES group and a decrease among those in the high SES group. While school-related factors explained the improvement in mental health in the high SES group, we found such association only between parental support trends in PSS and DS, along with participation and trends in SA over time among adolescents in the low SES group.ConclusionsThe results show that school-related factors play significant roles in influencing adolescent mental health. The influence, however, varied across SES gradients over time. This suggests that working against inequities in school-related factors would help address inequities in mental health.</div

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AimThe aim of this study is to investigate the extent to which school-related factors, such as school liking, participation in decision-making, school-related parental support, teachers’ support, and school physical environment, explain trends in mental health problems. The problems considered are psychosomatic symptoms (PSS), depressive symptoms (DS), suicidal ideations (SI), and suicide attempts (SA) among Swedish adolescents of varying socioeconomic status (SES) from 2004 to 2020.MethodsWe analyzed data collected through repeated cross-sectional surveys from 19,873 15-year-old students at schools in a county in Sweden. Boys and girls each constituted 50% of the participants. We fitted linear and logistic regression models to investigate associations between the school-related factors and trends in mental health problems.ResultsIncreased school-related parental support and school liking were cross-sectionally associated with decreased PSS, DS and SI, with school liking also associated with decreased SA. Conducive school physical environment was also found to be cross-sectionally associated with lower PSS and DS scores. Over time, mental health problems have shown a general increase among adolescents in the low SES group and a decrease among those in the high SES group. While school-related factors explained the improvement in mental health in the high SES group, we found such association only between parental support trends in PSS and DS, along with participation and trends in SA over time among adolescents in the low SES group.ConclusionsThe results show that school-related factors play significant roles in influencing adolescent mental health. The influence, however, varied across SES gradients over time. This suggests that working against inequities in school-related factors would help address inequities in mental health.</div

Proposal for a four-step evaluation and approval process of prevention interventions for health-compromising behaviours.

<p>Proposal for a four-step evaluation and approval process of prevention interventions for health-compromising behaviours.</p

Criteria used in most widespread registries of evidence-based prevention interventions.

<p>This table is partly based on the work by Gandhi et al. <a href="http://www.plosmedicine.org/article/info:doi/10.1371/journal.pmed.1001740#pmed.1001740-Gandhi1" target="_blank">[22]</a>, with the addition of the EMCDDA Best Practice Portal <a href="http://www.plosmedicine.org/article/info:doi/10.1371/journal.pmed.1001740#pmed.1001740-Bo1" target="_blank">[23]</a> and the Dutch Recognition System <a href="http://www.plosmedicine.org/article/info:doi/10.1371/journal.pmed.1001740#pmed.1001740-Brug1" target="_blank">[24]</a>.</p>a<p>The application describes how the intervention is integrated into schools' educational mission.</p><p>Abbreviations: EMCDDA, European Monitoring Centre for Drugs and Drug Abuse; NIDA, National Institute on Drug Abuse; SAMHSA, Substance Abuse and Mental Health Services Administration; ED, US Department of Education; N/A, not available.</p><p>Criteria used in most widespread registries of evidence-based prevention interventions.</p