How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort
Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. W...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Lewer, Dan [verfasserIn] Gilbody, Simon [verfasserIn] Lewis, Gemma [verfasserIn] Pryce, Joseph [verfasserIn] Santorelli, Gillian [verfasserIn] Wadman, Ruth [verfasserIn] Watmuff, Aidan [verfasserIn] Wright, John [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2024 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s) 2024 |
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| Übergeordnetes Werk: |
Enthalten in: Social psychiatry and psychiatric epidemiology - Springer Berlin Heidelberg, 1966, 59(2024), 8 vom: 09. Jan., Seite 1335-1346 |
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| Übergeordnetes Werk: |
volume:59 ; year:2024 ; number:8 ; day:09 ; month:01 ; pages:1335-1346 |
| Links: |
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| DOI / URN: |
10.1007/s00127-023-02608-8 |
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| Katalog-ID: |
SPR056797001 |
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| 100 | 1 | |a Lewer, Dan |e verfasserin |0 (orcid)0000-0003-3698-7196 |4 aut | |
| 245 | 1 | 0 | |a How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort |
| 264 | 1 | |c 2024 | |
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| 520 | |a Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. | ||
| 650 | 4 | |a Schools |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Mental health |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Child behavior |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a School health services |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Gilbody, Simon |e verfasserin |0 (orcid)0000-0002-8236-6983 |4 aut | |
| 700 | 1 | |a Lewis, Gemma |e verfasserin |0 (orcid)0000-0001-6666-3681 |4 aut | |
| 700 | 1 | |a Pryce, Joseph |e verfasserin |0 (orcid)0000-0002-3941-0854 |4 aut | |
| 700 | 1 | |a Santorelli, Gillian |e verfasserin |0 (orcid)0000-0003-0427-1783 |4 aut | |
| 700 | 1 | |a Wadman, Ruth |e verfasserin |0 (orcid)0000-0003-4205-0631 |4 aut | |
| 700 | 1 | |a Watmuff, Aidan |e verfasserin |0 (orcid)0000-0002-1172-6224 |4 aut | |
| 700 | 1 | |a Wright, John |e verfasserin |4 aut | |
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10.1007/s00127-023-02608-8 doi (DE-627)SPR056797001 (SPR)s00127-023-02608-8-e DE-627 ger DE-627 rakwb eng 150 300 360 610 VZ 300 610 VZ 44.91 bkl 44.11 bkl Lewer, Dan verfasserin (orcid)0000-0003-3698-7196 aut How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. Schools (dpeaa)DE-He213 Mental health (dpeaa)DE-He213 Child behavior (dpeaa)DE-He213 School health services (dpeaa)DE-He213 Gilbody, Simon verfasserin (orcid)0000-0002-8236-6983 aut Lewis, Gemma verfasserin (orcid)0000-0001-6666-3681 aut Pryce, Joseph verfasserin (orcid)0000-0002-3941-0854 aut Santorelli, Gillian verfasserin (orcid)0000-0003-0427-1783 aut Wadman, Ruth verfasserin (orcid)0000-0003-4205-0631 aut Watmuff, Aidan verfasserin (orcid)0000-0002-1172-6224 aut Wright, John verfasserin aut Enthalten in Social psychiatry and psychiatric epidemiology Springer Berlin Heidelberg, 1966 59(2024), 8 vom: 09. Jan., Seite 1335-1346 (DE-627)254909523 (DE-600)1463160-X 1433-9285 nnns volume:59 year:2024 number:8 day:09 month:01 pages:1335-1346 https://dx.doi.org/10.1007/s00127-023-02608-8 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_711 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.91 VZ 44.11 VZ AR 59 2024 8 09 01 1335-1346 |
| spelling |
10.1007/s00127-023-02608-8 doi (DE-627)SPR056797001 (SPR)s00127-023-02608-8-e DE-627 ger DE-627 rakwb eng 150 300 360 610 VZ 300 610 VZ 44.91 bkl 44.11 bkl Lewer, Dan verfasserin (orcid)0000-0003-3698-7196 aut How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. Schools (dpeaa)DE-He213 Mental health (dpeaa)DE-He213 Child behavior (dpeaa)DE-He213 School health services (dpeaa)DE-He213 Gilbody, Simon verfasserin (orcid)0000-0002-8236-6983 aut Lewis, Gemma verfasserin (orcid)0000-0001-6666-3681 aut Pryce, Joseph verfasserin (orcid)0000-0002-3941-0854 aut Santorelli, Gillian verfasserin (orcid)0000-0003-0427-1783 aut Wadman, Ruth verfasserin (orcid)0000-0003-4205-0631 aut Watmuff, Aidan verfasserin (orcid)0000-0002-1172-6224 aut Wright, John verfasserin aut Enthalten in Social psychiatry and psychiatric epidemiology Springer Berlin Heidelberg, 1966 59(2024), 8 vom: 09. Jan., Seite 1335-1346 (DE-627)254909523 (DE-600)1463160-X 1433-9285 nnns volume:59 year:2024 number:8 day:09 month:01 pages:1335-1346 https://dx.doi.org/10.1007/s00127-023-02608-8 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_711 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.91 VZ 44.11 VZ AR 59 2024 8 09 01 1335-1346 |
| allfields_unstemmed |
10.1007/s00127-023-02608-8 doi (DE-627)SPR056797001 (SPR)s00127-023-02608-8-e DE-627 ger DE-627 rakwb eng 150 300 360 610 VZ 300 610 VZ 44.91 bkl 44.11 bkl Lewer, Dan verfasserin (orcid)0000-0003-3698-7196 aut How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. Schools (dpeaa)DE-He213 Mental health (dpeaa)DE-He213 Child behavior (dpeaa)DE-He213 School health services (dpeaa)DE-He213 Gilbody, Simon verfasserin (orcid)0000-0002-8236-6983 aut Lewis, Gemma verfasserin (orcid)0000-0001-6666-3681 aut Pryce, Joseph verfasserin (orcid)0000-0002-3941-0854 aut Santorelli, Gillian verfasserin (orcid)0000-0003-0427-1783 aut Wadman, Ruth verfasserin (orcid)0000-0003-4205-0631 aut Watmuff, Aidan verfasserin (orcid)0000-0002-1172-6224 aut Wright, John verfasserin aut Enthalten in Social psychiatry and psychiatric epidemiology Springer Berlin Heidelberg, 1966 59(2024), 8 vom: 09. Jan., Seite 1335-1346 (DE-627)254909523 (DE-600)1463160-X 1433-9285 nnns volume:59 year:2024 number:8 day:09 month:01 pages:1335-1346 https://dx.doi.org/10.1007/s00127-023-02608-8 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_711 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.91 VZ 44.11 VZ AR 59 2024 8 09 01 1335-1346 |
| allfieldsGer |
10.1007/s00127-023-02608-8 doi (DE-627)SPR056797001 (SPR)s00127-023-02608-8-e DE-627 ger DE-627 rakwb eng 150 300 360 610 VZ 300 610 VZ 44.91 bkl 44.11 bkl Lewer, Dan verfasserin (orcid)0000-0003-3698-7196 aut How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. Schools (dpeaa)DE-He213 Mental health (dpeaa)DE-He213 Child behavior (dpeaa)DE-He213 School health services (dpeaa)DE-He213 Gilbody, Simon verfasserin (orcid)0000-0002-8236-6983 aut Lewis, Gemma verfasserin (orcid)0000-0001-6666-3681 aut Pryce, Joseph verfasserin (orcid)0000-0002-3941-0854 aut Santorelli, Gillian verfasserin (orcid)0000-0003-0427-1783 aut Wadman, Ruth verfasserin (orcid)0000-0003-4205-0631 aut Watmuff, Aidan verfasserin (orcid)0000-0002-1172-6224 aut Wright, John verfasserin aut Enthalten in Social psychiatry and psychiatric epidemiology Springer Berlin Heidelberg, 1966 59(2024), 8 vom: 09. Jan., Seite 1335-1346 (DE-627)254909523 (DE-600)1463160-X 1433-9285 nnns volume:59 year:2024 number:8 day:09 month:01 pages:1335-1346 https://dx.doi.org/10.1007/s00127-023-02608-8 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_711 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.91 VZ 44.11 VZ AR 59 2024 8 09 01 1335-1346 |
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10.1007/s00127-023-02608-8 doi (DE-627)SPR056797001 (SPR)s00127-023-02608-8-e DE-627 ger DE-627 rakwb eng 150 300 360 610 VZ 300 610 VZ 44.91 bkl 44.11 bkl Lewer, Dan verfasserin (orcid)0000-0003-3698-7196 aut How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. Schools (dpeaa)DE-He213 Mental health (dpeaa)DE-He213 Child behavior (dpeaa)DE-He213 School health services (dpeaa)DE-He213 Gilbody, Simon verfasserin (orcid)0000-0002-8236-6983 aut Lewis, Gemma verfasserin (orcid)0000-0001-6666-3681 aut Pryce, Joseph verfasserin (orcid)0000-0002-3941-0854 aut Santorelli, Gillian verfasserin (orcid)0000-0003-0427-1783 aut Wadman, Ruth verfasserin (orcid)0000-0003-4205-0631 aut Watmuff, Aidan verfasserin (orcid)0000-0002-1172-6224 aut Wright, John verfasserin aut Enthalten in Social psychiatry and psychiatric epidemiology Springer Berlin Heidelberg, 1966 59(2024), 8 vom: 09. Jan., Seite 1335-1346 (DE-627)254909523 (DE-600)1463160-X 1433-9285 nnns volume:59 year:2024 number:8 day:09 month:01 pages:1335-1346 https://dx.doi.org/10.1007/s00127-023-02608-8 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_711 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.91 VZ 44.11 VZ AR 59 2024 8 09 01 1335-1346 |
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Enthalten in Social psychiatry and psychiatric epidemiology 59(2024), 8 vom: 09. Jan., Seite 1335-1346 volume:59 year:2024 number:8 day:09 month:01 pages:1335-1346 |
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Social psychiatry and psychiatric epidemiology |
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Lewer, Dan @@aut@@ Gilbody, Simon @@aut@@ Lewis, Gemma @@aut@@ Pryce, Joseph @@aut@@ Santorelli, Gillian @@aut@@ Wadman, Ruth @@aut@@ Watmuff, Aidan @@aut@@ Wright, John @@aut@@ |
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A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2024</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Author(s) 2024</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. 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Lewer, Dan |
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Lewer, Dan ddc 150 ddc 300 bkl 44.91 bkl 44.11 misc Schools misc Mental health misc Child behavior misc School health services How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort |
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150 300 360 610 VZ 300 610 VZ 44.91 bkl 44.11 bkl How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort Schools (dpeaa)DE-He213 Mental health (dpeaa)DE-He213 Child behavior (dpeaa)DE-He213 School health services (dpeaa)DE-He213 |
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ddc 150 ddc 300 bkl 44.91 bkl 44.11 misc Schools misc Mental health misc Child behavior misc School health services |
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ddc 150 ddc 300 bkl 44.91 bkl 44.11 misc Schools misc Mental health misc Child behavior misc School health services |
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How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort |
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How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort |
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Lewer, Dan |
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Social psychiatry and psychiatric epidemiology |
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Lewer, Dan Gilbody, Simon Lewis, Gemma Pryce, Joseph Santorelli, Gillian Wadman, Ruth Watmuff, Aidan Wright, John |
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10.1007/s00127-023-02608-8 |
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how do schools influence the emotional and behavioural health of their pupils? a multi-level analysis of 135 schools in the born in bradford inner city multi-ethnic birth cohort |
| title_auth |
How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort |
| abstract |
Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. © The Author(s) 2024 |
| abstractGer |
Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. © The Author(s) 2024 |
| abstract_unstemmed |
Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. This is partially explained by pupil characteristics; though residual variation in adjusted scores may suggest that schools have a differential impact on mental wellbeing. © The Author(s) 2024 |
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How do schools influence the emotional and behavioural health of their pupils? A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort |
| url |
https://dx.doi.org/10.1007/s00127-023-02608-8 |
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| author2 |
Gilbody, Simon Lewis, Gemma Pryce, Joseph Santorelli, Gillian Wadman, Ruth Watmuff, Aidan Wright, John |
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Gilbody, Simon Lewis, Gemma Pryce, Joseph Santorelli, Gillian Wadman, Ruth Watmuff, Aidan Wright, John |
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| doi_str |
10.1007/s00127-023-02608-8 |
| up_date |
2024-08-01T04:49:47.945Z |
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A multi-level analysis of 135 schools in the Born in Bradford inner city multi-ethnic birth cohort</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2024</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Author(s) 2024</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Purpose To estimate variation in emotional and behavioural problems between primary schools in Bradford, an ethnically diverse and relatively deprived city in the UK. Methods We did a cross-sectional analysis of data collected from 2017 to 2021 as part of the ‘Born In Bradford’ birth cohort study. We used multilevel linear regression in which the dependent variable was the Strengths and Difficulties Questionnaire (SDQ) total score, with a random intercept for schools. We adjusted for pupil-level characteristics including age, ethnicity, socioeconomic status, and parental mental health. Results The study included 5,036 participants from 135 schools. Participants were aged 7–11 years and 56% were of Pakistani heritage. The mean SDQ score was 8.84 out of a maximum 40. We estimated that the standard deviation in school-level scores was 1.41 (95% CI 1.11–1.74) and 5.49% (95% CI 3.19–9.37%) of variation was explained at school level. After adjusting for pupil characteristics, the standard deviation of school-level scores was 1.04 (95% CI 0.76–1.32) and 3.51% (95% CI 1.75–6.18%) of variation was explained at school level. Simulation suggested that a primary school with 396 pupils at the middle of the distribution has 63 pupils (95% CI 49–78) with a ‘raised’ SDQ score of 15 + /40; and shifting a school from the lower to the upper quartile would prevent 26 cases (95% CI 5–46). Conclusion The prevalence of emotional and behavioural problems varies between schools. 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