The role of language in mental health during the transition from primary to secondary education.
We report a preregistered analysis to test whether children meeting diagnostic criteria for language disorder (LD) have higher self-reported and/or parent-reported mental health symptoms during the transition from primary to secondary education. Data are from a UK-based longitudinal cohort study, Th...
| Published in: | Quarterly Journal of Experimental Psychology Vol. 76; no. 12; pp. 2732 - 2749 |
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| Main Authors: | , , , , |
| Format: | Article |
| Published: |
Sage Publications Inc.
Dec2023
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=173656277&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 173656277 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 17470218 1US5 jtl: Quarterly Journal of Experimental Psychology issn: 17470218 maglogo: Y pubinfo: dt: Dec2023 vid: 76 iid: 12 pid: 344 pub: Sage Publications Inc. artinfo: ui: 173656277 10.1177/17470218231158069 ppf: 2732 ppct: 17 formats: tig: atl: The role of language in mental health during the transition from primary to secondary education. aug: au: Jelen, Maria Barbara Griffiths, Sarah Louise Lucas, Laura Saul, Jo Norbury, Courtenay F affil: Division of Psychology and Language Sciences, University College London, London, UK Department of Special Needs Education, University of Oslo, Oslo, Norway su: United Kingdom Children with learning disabilities Mental illness Mental health Secondary education Language disorders Language ability testing sug: subj: Children with learning disabilities Mental illness Mental health Secondary education Language disorders United Kingdom Elementary and Secondary Schools Offices of Mental Health Practitioners (except Physicians) Language ability testing keyword: Language language disorder longitudinal mental health Language language disorder longitudinal mental health ab: We report a preregistered analysis to test whether children meeting diagnostic criteria for language disorder (LD) have higher self-reported and/or parent-reported mental health symptoms during the transition from primary to secondary education. Data are from a UK-based longitudinal cohort study, The Surrey Communication and Language in Education Study (SCALES). SCALES oversampled children at risk of LD at school entry. Language was measured using a battery of standardised assessments in Year 1 (age 5–6 years, n = 529), and mental health symptoms were measured using self and parent report in Year 6 (age 10–11 years, n = 384) and Year 8 (age 12–13 years, n = 246). Social experiences were also measured using self-report measures in Year 6. Mental health symptoms were stable during the transition from primary to secondary school. Symptom rates did not differ between children with and without LD based on self-report, but children with LD had higher parent-reported mental health symptoms than their peers with typical language. Similarly, early language was negatively associated with parent-reported but not self-reported mental health symptoms. Early language was associated with fewer child-reported positive social experiences in Year 6, but social experiences did not mediate the association between language and mental health. We found poor agreement between parent and self-reported child mental health symptoms across language groups. Future studies should aim to determine sources of disagreement between parent and child report, particularly for children with communication difficulties who may struggle to accurately self-report mental health symptoms. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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