Table 5.
Results From Multilevel Models With Random Intercepts Showing Grouped Associations Between Different Types of School Factors and Pupils’ Mental Health Using Adjusted p Values for Multiple Comparisons
| School factors | Psychopathology (SDQ) |
Depression (CES-D Scale) |
Well-being (WEMWBS) |
|||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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) | B-H p | Coefficient | (95% CI) | B-H p | Coefficient | (95% CI) | B-H p | Coefficient | (95% CI) | B-H p | Coefficient | (95% CI) | B-H p | Coefficient | (95% CI) | B-H p | |
| Broader school context | ||||||||||||||||||
| Urban vs rural | 0.36 | (−0.29 to 1.01) | .40 | 0.49 | (−0.12 to 1.10) | .20 | 0.90 | (0.05 to 1.74) | .080 | 0.89 | (0.09 to 1.69) | .065 | −0.65 | (−1.44 to 0.14) | .19 | −0.73 | (−1.51 to 0.05) | .13 |
| Area-level deprivation | −0.07 | (−0.15 to 0.02) | .21 | −0.08 | (−0.16 to 0.00) | .10 | −0.06 | (−0.17 to 0.05) | .41 | −0.06 | (−0.17 to 0.04) | .37 | −0.01 | (−0.11 to 0.10) | .94 | 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) | .10 | 0.05 | (0.01 to 0.09) | .023 | −0.03 | (−0.06 to 0.01) | .27 | −0.04 | (−0.07 to 0.00) | .081 |
| SEND support (%) | −0.01 | (−0.06 to 0.04) | .81 | 0.00 | (−0.05 to 0.04) | .96 | −0.04 | (−0.11 to 0.03) | .37 | −0.03 | (−0.09 to 0.03) | .48 | 0.01 | (−0.05 to 0.07) | .75 | 0.01 | (−0.05 to 0.06) | .94 |
| Ethnicity of pupils (%): White | 0.02 | (0.01 to 0.03) | .002 | 0.01 | (0.00 to 0.02) | .10 | 0.01 | (−0.01 to 0.02) | .45 | 0.01 | (0.00 to 0.02) | .18 | −0.02 | (−0.03 to −0.01) | .002 | −0.02 | (−0.03 to −0.01) | .010 |
| Operational features of the school | ||||||||||||||||||
| Mixed or single-sex school | −0.01 | (−0.77 to 0.75) | .99 | 0.00 | (−0.72 to 0.71) | .99 | 0.80 | (−0.23 to 1.82) | .22 | −0.16 | (−1.17 to 0.85) | .86 | 0.01 | (−0.95 to 0.97) | .99 | 0.69 | (−0.24 to 1.62) | .25 |
| School quality | −0.13 | (−0.65 to 0.39) | .74 | −0.04 | (−0.53 to 0.45) | .94 | 0.02 | (−0.69 to 0.72) | .99 | 0.09 | (−0.60 to 0.77) | .90 | 0.40 | (−0.26 to 1.06) | .36 | 0.27 | (−0.36 to 0.91) | .51 |
| School size (per 100 pupils) | −0.06 | (−0.14 to 0.02) | .25 | −0.06 | (−0.13 to 0.02) | .26 | −0.11 | (−0.22 to 0.01) | .12 | −0.10 | (−0.21 to 0.01) | .14 | 0.03 | (−0.07 to 0.14) | .64 | 0.03 | (−0.07 to 0.13) | .72 |
| Pupil-to-teacher ratio | −0.06 | (−0.20 to 0.09) | .55 | −0.06 | (−0.19 to 0.08) | .51 | −0.05 | (−0.25 to 0.14) | .71 | −0.08 | (−0.27 to 0.11) | .51 | 0.00 | (−0.18 to 0.18) | .99 | 0.04 | (−0.14 to 0.21) | .81 |
| SEL provision | −0.01 | (−0.10 to 0.09) | .97 | −0.01 | (−0.10 to 0.08) | .92 | −0.02 | (−0.15 to 0.10) | .82 | −0.02 | (−0.14 to 0.11) | .90 | −0.05 | (−0.17 to 0.07) | .51 | −0.04 | (−0.15 to 0.07) | .60 |
| Teacher-rated SCCS | −1.11 | (−2.18 to −0.04) | .09 | −1.22 | (−2.22 to −0.22) | .041 | −1.19 | (−2.64 to 0.26) | .19 | −1.20 | (−2.6 to 0.21) | .18 | 0.58 | (−0.77 to 1.94) | .51 | 0.69 | (−0.61 to 1.99) | .41 |
Note: Estimates are based on complete case analyses; total sample (N = 85 schools; N = 26,885 pupils), but N varies owing to missing data. B-H adjusted p values are presented to control for false discovery rate from multiple testing. B-H = Benjamini-Hochberg; CES-D = Center for Epidemiologic Studies-Depression; SCCS = School Climate and Connectedness Survey; SEL = social and emotional learning; SEND = special educational needs and disability; SDQ = Strengths and Difficulties Questionnaire; WEMWBS = Warwick-Edinburgh Mental Well-Being Scale.