One study suggests that students with mental and neurodevelopmental disorders or self-harm are more likely to drop out of school.
Washington: One study suggests that students with mental and neurodevelopmental disorders or self-harm are more likely to drop out of school. This pattern can make them vulnerable to anxiety and depression, family and peer problems such as bullying.
Experts say such behavior patterns are potential indicators of current or future poor mental health. If students miss classes too often, it can result in social isolation and poor academic performance. This can exacerbate mental health and appearance issues.
A study led by Professor Ann John from Swansea University highlights the importance of integrated school-based and health care strategies to support young people’s engagement with education.
Professor John said: “Children with poor mental health, who are neurodivers or who harm themselves, often struggle in school.”
“Health and educational professionals, services and policy makers should be aware that children with poor attendance can be emotionally ill, whether diagnosed in school or in early adulthood.”
“Absence and exclusion can provide a useful tool to identify those who require additional support. Early intervention will not only reduce immediate distress and difficulties for the young individual but may also interrupt a poor life path.” and may improve outcomes in later life.”
The new study examines the association between attendance (absence and exclusion) and neurodiversity, mental health and self-harm among students aged seven to 16 between 2009 and 2013.
Published in The Lancet Psychiatry, their paper highlights that children and young people with a neurodevelopmental disorder, a mental disorder, or who self-harm before the age of 24 and are recorded, are more likely than their peers. are more likely to drop out of school.
School absence and exclusion rates were higher after age 11 in all children, but disproportionately higher among those with the recorded disorder.
The study also identified significant differences between the sexes: “Within the population diagnosed, girls with neurodevelopmental disorders, depression, and substance abuse were more likely to be absent, and boys were more likely to be excluded.
Professor John said, “This aligns with the view that boys express their mental distress through their behavior which in turn affects the school environment resulting in their exclusion, whereas girls, especially With a delay in the diagnosis of emotional disorders or neurodevelopmental disorders, and withdraw from social interaction.”
However, the team noted that having special educational needs (SEN) status reduces the likelihood of a student being absent or dropped out, potentially highlighting the positive impact of accreditation, diagnosis and educational interventions.
First Published:November 26, 2021, 2:11 am