Table 3.
Results From Multilevel Models With Random Intercepts Showing Grouped Associations Between Different Types of School Factors and Pupils’ Mental Health
| School factors | Psychopathology (SDQ) |
Depression (CES-D Scale) |
Well-being (WEMWBS) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Unadjusted models |
Adjusted models for pupil’s age, gender, and ethnicity |
Unadjusted models |
Adjusted models for pupil’s age, gender, and ethnicity |
Unadjusted models |
Adjusted models for pupil’s age, gender, and ethnicity |
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| Coefficient | (95% CI) | p | Coefficient | (95% CI) | p | Coefficient | (95% CI) | p | Coefficient | (95% CI) | p | Coefficient | (95% CI) | p | Coefficient | (95% CI) | p | |
| Broader school context | ||||||||||||||||||
| Urban vs rural | 0.36 | (−0.29 to 1.01) | .29 | 0.49 | (−0.12 to 1.10) | .12 | 0.90 | (0.05 to 1.74) | .040 | 0.89 | (0.09 to 1.69) | .032 | −0.65 | (−1.44 to 0.14) | .11 | −0.73 | (−1.51 to 0.05) | .07 |
| Area-level deprivation | −0.07 | (−0.15 to 0.02) | .13 | −0.08 | (−0.16 to 0.00) | .055 | −0.06 | (−0.17 to 0.05) | .30 | −0.06 | (−0.17 to 0.04) | .26 | −0.01 | (−0.11 to 0.10) | .87 | 0.00 | (−0.10 to 0.10) | .99 |
| Characteristics of school community | ||||||||||||||||||
| Pupils eligible for free school meals (%) | 0.06 | (0.03 to 0.09) | < .001 | 0.06 | (0.03 to 0.09) | < .001 | 0.04 | (0.00 to 0.09) | .05 | 0.05 | (0.01 to 0.09) | .011 | −0.03 | (−0.06 to 0.01) | .17 | −0.04 | (−0.07 to 0.00) | .041 |
| SEND support (%) | −0.01 | (−0.06 to 0.04) | .70 | 0.00 | (−0.05 to 0.04) | .89 | −0.04 | (−0.11 to 0.03) | .26 | −0.03 | (−0.09 to 0.03) | .36 | 0.01 | (−0.05 to 0.07) | .63 | 0.01 | (−0.05 to 0.06) | .86 |
| Ethnicity of pupils (%): White | 0.02 | (0.01 to 0.03) | < .001 | 0.01 | (0.00 to 0.02) | .054 | 0.01 | (−0.01 to 0.02) | .33 | 0.01 | (0.00 to 0.02) | .10 | −0.02 | (−0.03 to −0.01) | .001 | −0.02 | (−0.03 to −0.01) | .005 |
| Operational features of the school | ||||||||||||||||||
| Mixed or single-sex school | −0.01 | (−0.77 to 0.75) | .98 | 0.00 | −0.73 to 0.73) | .99 | 0.80 | (−0.22 to 1.82) | .13 | −0.16 | (−1.16 to 0.84) | .76 | 0.01 | (−0.95 to 0.97) | .99 | 0.69 | (−0.25 to 1.63) | .15 |
| School quality | −0.13 | (−0.66 to 0.40) | .62 | −0.04 | (−0.53 to 0.45) | .87 | 0.02 | (−0.69 to 0.72) | .97 | 0.09 | (−0.60 to 0.77) | .80 | 0.40 | (−0.27 to 1.06) | .24 | 0.27 | (−0.35 to 0.90) | .40 |
| School size (per 100 pupils) | −0.06 | (−0.14 to 0.02) | .15 | −0.06 | (−0.13 to 0.02) | .16 | −0.11 | (−0.22 to 0.01) | .07 | −0.10 | (−0.22 to 0.02) | .08 | 0.03 | (−0.06 to 0.13) | .53 | 0.03 | (−0.07 to 0.13) | .60 |
| Pupil-to-teacher ratio | −0.06 | (−0.19 to 0.08) | .44 | −0.06 | (−0.19 to 0.08) | .40 | −0.05 | (−0.25 to 0.14) | .58 | −0.08 | (−0.28 to 0.12) | .40 | 0.00 | (−0.18 to 0.17) | .98 | 0.04 | (−0.14 to 0.21) | .69 |
| SEL provision | 0.00 | (−0.10 to 0.09) | .92 | −0.01 | (−0.09 to 0.07) | .83 | −0.02 | (−0.14 to 0.09) | .71 | −0.02 | (−0.13 to 0.10) | .81 | −0.05 | (−0.17 to 0.07) | .41 | −0.04 | (−0.16 to 0.08) | .49 |
| Teacher-rated SCCS | −1.11 | (−2.19 to −0.03) | .046 | −1.22 | (−2.22 to −0.22) | .020 | −1.19 | (−2.64 to 0.26) | .11 | −1.20 | (−2.61 to 0.21) | .10 | 0.58 | (−0.77 to 1.94) | .40 | 0.69 | (−0.60 to 1.99) | .30 |
Note: Estimates are based on complete case analyses; total sample (N = 85 schools; N = 26,885 pupils), but N varies owing to missing data. CES-D = Center for Epidemiologic Studies-Depression; SCCS = School Climate and Connectedness Survey; SDQ = Strengths and Difficulties Questionnaire; SEL = social and emotional learning; SEND = special educational needs and disability; WEMWBS = Warwick-Edinburgh Mental Well-Being Scale.