Page 256 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 256
ear ly school leaving: contempor ary european perspectives
functions and the impact of worries on the cognitive system (as in
the case of anxiety). The relationship between mental health prob-
lems and school performance is two-directional. Mental health
problems can precede problems related to school performance and,
on the other hand, difficulties in school can result in various prob-
lems with mental health. In the paper, the importance of early rec-
ognition, assessment and later on prevention and intervention (on
universal, selective and individual levels) is stressed. The findings
are based on a review of the relevant literature. The need to clearly
establish a relationship between anxiety and ESL is especially rele-
vant since the research shows that anxiety levels are on the increase
in school-aged populations (Kozina, 2014; Twenge, 2000). The stud-
ies in the EU (Angermeyer et al., 2004) which reveal that a high pro-
portion (13.6%) of 18-year-olds have anxiety disorders make the top-
ic even more pertinent.
Key words: mental health, internalization difficulties, externaliza-
tion difficulties, school climate, depression, anxiety, aggression, ac-
ademic achivement
Introduction
Mental health plays a significant role in children’s school success. Problems
associated with school performance (including early school leaving – ESL)
are associated with emerging or existing mental health problems (DeSocio
& Hootman, 2004). On one hand, there is growing recognition of the need
to combine mental health and educational processes such as ESL, e.g. the
need to conceptualise ESL prevention as an issue related to mental health
(Downes, 2011). On the other hand, according to Downes (2011) the impor-
tance of mental health issues has so far been neglected in ESL research. In
the paper, we will look into these relations in greater detail and address the
possibilities of using mental health prevention as a tool for preventing ESL.
The most frequently mentioned mental health problems regarding school
difficulties are externalisation disorders (disruptive behaviour disorders:
attention deficit disorders, oppositional deviant disorder and conduct dis-
order) and internalisation disorders (anxiety and depression). In this con-
tribution, we will focus more on internalisation problems since they of-
ten go unrecognised in the school setting (Hishinuma, Chang, McArdle, &
Hamagami, 2012) and are therefore also often unnoticed in the area of ESL
prevention. Many anxious youth remain unidentified and more than 80%
256
functions and the impact of worries on the cognitive system (as in
the case of anxiety). The relationship between mental health prob-
lems and school performance is two-directional. Mental health
problems can precede problems related to school performance and,
on the other hand, difficulties in school can result in various prob-
lems with mental health. In the paper, the importance of early rec-
ognition, assessment and later on prevention and intervention (on
universal, selective and individual levels) is stressed. The findings
are based on a review of the relevant literature. The need to clearly
establish a relationship between anxiety and ESL is especially rele-
vant since the research shows that anxiety levels are on the increase
in school-aged populations (Kozina, 2014; Twenge, 2000). The stud-
ies in the EU (Angermeyer et al., 2004) which reveal that a high pro-
portion (13.6%) of 18-year-olds have anxiety disorders make the top-
ic even more pertinent.
Key words: mental health, internalization difficulties, externaliza-
tion difficulties, school climate, depression, anxiety, aggression, ac-
ademic achivement
Introduction
Mental health plays a significant role in children’s school success. Problems
associated with school performance (including early school leaving – ESL)
are associated with emerging or existing mental health problems (DeSocio
& Hootman, 2004). On one hand, there is growing recognition of the need
to combine mental health and educational processes such as ESL, e.g. the
need to conceptualise ESL prevention as an issue related to mental health
(Downes, 2011). On the other hand, according to Downes (2011) the impor-
tance of mental health issues has so far been neglected in ESL research. In
the paper, we will look into these relations in greater detail and address the
possibilities of using mental health prevention as a tool for preventing ESL.
The most frequently mentioned mental health problems regarding school
difficulties are externalisation disorders (disruptive behaviour disorders:
attention deficit disorders, oppositional deviant disorder and conduct dis-
order) and internalisation disorders (anxiety and depression). In this con-
tribution, we will focus more on internalisation problems since they of-
ten go unrecognised in the school setting (Hishinuma, Chang, McArdle, &
Hamagami, 2012) and are therefore also often unnoticed in the area of ESL
prevention. Many anxious youth remain unidentified and more than 80%
256
